School-Centered Emergency
Management and Recovery Guide for
(Local School
Name Here)
2001
Kentucky Community Crisis Response Board
(Local School Name)
School-Centered
Emergency Management and
Recovery Guide
School
District
Community
Copyright  2001
Kentucky Community Crisis Response Board - KCCRB
This guide has been developed with federal Safe and
Drug Free Schools and Communities Act funds, and may
be modified and reproduced for individual school and
district use. The guide may not be reproduced in any
form for sale or unauthorized distribution.
School-Centered Emergency Management and Recovery - KCCRB
Forward
In partnership with the KY Department of Education, KY Center for School Safety, KY State
Police, KY Division of Emergency Management, American Red Cross and school district
representatives, the Kentucky Community Crisis Response Board (KCCRB) has developed
this School-Centered Emergency Management and Recovery Guide to assist districts in
creating, reviewing, or updating their school’s emergency and crisis response plan.
In a natural or man-made disaster, or under national security conditions, events occur that
necessitate the coordination and delivery of crisis intervention and response services. The
Kentucky Community Crisis Response Board (KCCRB), created under KRS Chapter 36
ensures an organized, rapid and effective response in the aftermath of crisis and disaster.
The KCCRB credentials and maintains a statewide network of trained professional volunteer
responders and deploys rapid response teams to crisis sites. The KCCRB Board of
Directors includes a broad range of individuals and agency representatives including the
following:







The Commissioner of the
Department for Mental Health and
Mental Retardation Services
The Commissioner of the
Department of Public Health
The Commissioner of the
Department of Education
The Commissioner of the Kentucky
State Police
The Commissioner of the
Department for Social Services
The Kentucky State Fire Marshal
The Attorney General






The Kentucky Division of
Emergency Management
The Kentucky Chapter of the
American Red Cross
A representative of a local
Community Crisis Response Team
Members representing mental
health disciplines
Members representing emergency
services disciplines
A member from the statewide
Chaplain’s Association
Since its inception, the KCCRB has focused primarily on crisis intervention services
following a critical incident, and on recovery services in its aftermath. Although the KCCRB
has had “pre-incident education” services available previously, the publication of the
School-Centered Emergency Management and Recovery Guide offers a much broader
and deeper level of information than ever before for school professionals engaged in
emergency management and recovery operations.
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School-Centered Emergency Management and Recovery - KCCRB
(Local School Name)
Acknowledgements
(Local School Name) would like to express its gratitude to the following agencies and
individuals for assistance in adapting the School-Centered Emergency Management and
Recovery Guide to meet our local needs.









(School/District Employees)
(School/District Employees)
Etc.
(Agency Name, such as Fire Dept.)
(Agency Name, such as Local Hospital)
(Agency Name, such as Police Dept.)
(Individual Name)
(Individual Name)
Etc.
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School-Centered Emergency Management and Recovery - KCCRB
KCCRB Acknowledgements
The Kentucky Community Crisis Response Board (KCCRB) would like to express its
gratitude to the following agencies for assistance in completing the School-Centered
Emergency Management and Recovery Guide:
 American Red Cross, Cincinnati Chapter
 American Red Cross, Louisville Chapter
 Fayette County Public Schools
 The Federal Emergency Management Agency (FEMA)
 Jefferson County Public Schools
 Jessamine County Public Schools
 Kentucky Center for School Safety
 Kentucky Department of Education
 Kentucky Division of Emergency Management
 Kentucky State Police
 Local School District Representatives
 Southwest Ohio Critical Incident Stress Management Team
KCCRB would like to express special gratitude to the following contributors, reviewers and
participants whose valuable insight, experience and feedback made this guide possible:
 Renelle Grubbs, Kentucky Community Crisis Response Board
 Terry Harrison, Jefferson County Public Schools
 Margaret Hazlette, Jessamine County Public Schools
 Col. Tim Hazlette, Kentucky State Police
 Steve Kimberling, Kentucky Department of Education
 Daniel O’Bryan, Kentucky Division of Emergency Management
 M. Shawn Reaves, Fayette County Public Schools
 Bill Scott, Kentucky School Boards Association
 Doris Settles, Kentucky Center for School Safety
 Kerri Schelling, Kentucky Center for School Safety
 Angela Wilkins, Kentucky Department of Education
Notes on Formatting:
The School-Centered Emergency Management and Recovery Guide was created in
Microsoft Word 2000, using Arial Font ranging from 9-point to 72-point type. Formatting
“Styles” were used significantly throughout the text to format headings, body text, bullets,
indents, etc. To modify these Styles in MS Word, click “Format” then “Styles.” Use care
when modifying Styles, as changes will have a “ripple effect” through the document (e.g.,
changing “Heading 7” will change all headings created in that particular style). Icons and
graphics were created in individual text frames placed over the Body Text in order to not
interfere with formatting changes.
This Guide was prepared by: M. Shawn Reaves, Peak Performance, Inc.
Special Thanks to Terry Harrison, JCPS, and Renelle Grubbs, KCCRB, for
extensive contributions in writing, editing and modifying this document.
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School-Centered Emergency Management and Recovery - KCCRB
Table of Contents
Forward .................................................................................................................................. ii
(Local School Name) Acknowledgements ............................................................................. iii
KY Community Crisis response Board Acknowledgments .................................................... iv
Table of Contents ................................................................................................................... v
Part 1 - PREPAREDNESS
CHAPTER 1: Introduction to Emergency Management
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
Partnerships in Preparedness, Response and Recovery ........................... Introduction–2
How to Use This Guide ............................................................................... Introduction–5
Preparedness: A Brief Introduction ............................................................. Introduction–8
Response: A Brief Introduction ................................................................. Introduction–10
Recovery: A Brief Introduction .................................................................. Introduction–11
Levels Of Emergencies ............................................................................ Introduction–13
Understanding the Impact of Large Scale Disasters................................. Introduction–14
Elements of Emergency Management and Preparedness ....................... Introduction–15
Moral/Legal Responsibilities for Emergency Preparedness ..................... Introduction–17
Critical Incident Stress Management ........................................................ Introduction–19
Introduction to Incident Command System (ICS)...................................... Introduction–20
Incident Command in Schools .................................................................. Introduction–21
ICS / Emergency Management Team Roles and Responsibilities............ Introduction–22
The District Support Team ........................................................................ Introduction–23
The School-Centered Emergency Management Team ............................ Introduction–24
Planning Timeline ..................................................................................... Introduction–25
Practicing the Plan: Levels of Practice and Exercise ................................ Introduction–26
“My Role in an Emergency” ...................................................................... Introduction–28
CHAPTER 2: Communication
A.
B.
C.
D.
E.
F.
G.
H.
When an Emergency Has Occurred ................................................. Communication–1
Dealing with Rumors ........................................................................ Communication–3
Technology ....................................................................................... Communication–4
Strategies with Parents & Community .............................................. Communication–5
Sharing Information with Parents...................................................... Communication–6
With Media........................................................................................ Communication–7
Sample statements ........................................................................... Communication–8
Sample Letters to Parents ................................................................ Communication–9
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School-Centered Emergency Management and Recovery - KCCRB
CHAPTER 3: Creating the District Level Plan
A.
B.
C.
D.
E.
F.
G.
H.
I.
Introduction .......................................................................................... District Planning–1
Forming the District Support Team ...................................................... District Planning–2
Checklist for District Planning .............................................................. District Planning–4
District Support Team Emergency Numbers ....................................... District Planning–5
Local / Regional Emergency Response Numbers ............................... District Planning–6
Hazards of the Area ............................................................................. District Planning–7
Hazards of the Area (part 2) ................................................................ District Planning–8
Visitor Screening Policy ....................................................................... District Planning–9
General Dismissal Procedures .......................................................... District Planning–10
CHAPTER 4: Creating the School-Centered Emergency
Management Plan
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
Introduction .......................................................................................... School Planning–1
Forming the School-Centered Emergency Management Team .......... School Planning–3
Checklist for Plan Development........................................................... School Planning–5
Cover Page for School-Centered Plan ................................................ School Planning–6
Staff Skills Inventory ............................................................................ School Planning–7
Emergency Management Team Assignments ..................................... School Planning–8
Teacher Survey Students Needing Assistance.................................... School Planning–9
Classroom and Building “Hazard Hunt” ............................................. School Planning–10
Students Needing Special Assistance: Master List............................ School Planning–11
Classroom and Building “Hazard Hunt”: Master List .......................... School Planning–12
Assembly Area (Outdoors, for Standard Evacuation) ........................ School Planning–13
Alternate Building Location (Walking Distance) ................................. School Planning–14
Alternate Building Location (Requiring Transport) ............................. School Planning–15
Student Accounting and Release ...................................................... School Planning–16
Orientation and Training Schedule .................................................... School Planning–17
Drill Schedule and Log ...................................................................... School Planning–18
Emergency Team “Toolbox” .............................................................. School Planning–19
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School-Centered Emergency Management and Recovery - KCCRB
Part 2 - RESPONSE
CHAPTER 5: Emergency Management
A. Universal Emergency Procedures: Introduction........................... Emergency Protocols–2
B. Universal Emergency Procedures ............................................... Emergency Protocols–3

Evacuation ........................................................................................................ 3

Reverse Evacuation .......................................................................................... 3

Severe Weather Safe Area ............................................................................... 3

Shelter in Place ................................................................................................. 3

Drop, Cover and Hold ....................................................................................... 3

Lockdown.......................................................................................................... 3
C. General Emergency Intervention Checklist ................................. Emergency Protocols–4
D. Emergency Management Protocols (Alphabetical Index) ............ Emergency Protocols–5
 Accidents at School ................................................................. Emergency Protocols–6
 AIDS / HIV Infection ................................................................. Emergency Protocols–7
 Aircraft Emergency .................................................................. Emergency Protocols–8
 Allergic Reaction...................................................................... Emergency Protocols–9
 Assault ................................................................................... Emergency Protocols–10
 Bomb Threat (2 page section) ............................................... Emergency Protocols–11
 Bus Accident.......................................................................... Emergency Protocols–13
 Chemical Material Spill .......................................................... Emergency Protocols–14
 Death or Serious Illness ........................................................ Emergency Protocols–15
 Earthquake ............................................................................ Emergency Protocols–16
 Fire ........................................................................................ Emergency Protocols–17
 Gas Leak ............................................................................... Emergency Protocols–18
 Hostage Situation .................................................................. Emergency Protocols–19
 Kidnapping............................................................................. Emergency Protocols–20
 Poisoning ............................................................................... Emergency Protocols–21
 Rape/Sexual Abuse ............................................................... Emergency Protocols–22
 Suicide (6 page section) ........................................................ Emergency Protocols–23
 Threat of Harm (8 page section) ............................................ Emergency Protocols–29
 Trespasser/Intruder ............................................................... Emergency Protocols–37
 Weapons ............................................................................... Emergency Protocols–38
 Weather Related Emergency................................................. Emergency Protocols–39
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School-Centered Emergency Management and Recovery - KCCRB
Part 3 - RECOVERY
CHAPTER 6: Recovery
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Introduction ..................................................................................................... Recovery–2
General Strategies for Follow-up to Emergencies .......................................... Recovery–4
Critical Incident Stress Management .............................................................. Recovery–5
Teachers Helping Children After a Critical Incident ........................................ Recovery–6
Information Sheet to Share with Parents ........................................................ Recovery–7
Disasters and Their Effects............................................................................. Recovery–8
Symptoms of Distress in Children................................................................... Recovery–9
Understanding Age-Appropriate CISM Interventions .................................... Recovery–10
The Talking Method & The Drawing Method ................................................ Recovery–11
Assisting Children When Someone at School Dies ...................................... Recovery–16
Classmate Tragedy ...................................................................................... Recovery–18
Caring for the Care Provider ......................................................................... Recovery–20
Suggestions for Students Attending a Visitation or a Funeral ....................... Recovery–21
Suggestions for Students When Visiting Grieving Parents ........................... Recovery–22
Memorials ..................................................................................................... Recovery–23
Suicide .......................................................................................................... Recovery–24
Glossary and References
Glossary of Terms and Concepts .............................................................................................
References and Suggestions for Further Reading ...................................................................
Forward - vii
School-Centered Emergency Management and Recovery - KCCRB
Part 1
Preparedness
“He is most free from danger, who,
even when safe, is on his guard.”
(Publius Syrus, 1st Century B.C.)
Chapter 1, Introduction - 1
School-Centered Emergency Management and Recovery - KCCRB
Chapter 1:
INTRODUCTION TO
EMERGENCY
MANAGEMENT
PLANNING
A. Partnerships in Preparedness,
Response and Recovery
The Kentucky Community Crisis Response Board (KCCRB),
School-Centered Emergency Management and Recovery
Guide provides guidelines for schools, districts and communities to
address school emergencies. Standard procedures are provided
for emergency situations to assist facilities with a foundation for
planning and a framework for action should an emergency situation
arise.
The likelihood of effectively managing an emergency is increased
with an established district level plan and individual building plans
tailored to the conditions and resources of an individual school or
facility. The guidelines contained herein provide a step by step
model for districts and individual schools to develop their own
School-Centered Emergency Management Plan.
For purposes of this guide, “emergency” is defined as:
A sudden, generally unanticipated event that has the
potential to profoundly and negatively impact a
significant segment of the school population.
As envisioned, each school district will form a District Support
Team, with collaboration and partnership from local/regional
emergency service agencies. The District Team will follow the
outline in this guide to create (or modify) its own local Emergency
Management Plan, and will include appropriate local terminology,
phone numbers, names, etc. The District Team will then provide
Chapter 1, Introduction - 2
School-Centered Emergency Management and Recovery - KCCRB
the modified guide to each school for adaptation by School-Based
Emergency Management Teams.
Each Emergency Management Plan is to be written with the explicit
intent to protect and sustain life, reduce emotional trauma, assist in
emotional recovery from trauma, and minimize personal injury
and/or damage to property. The School-Centered Emergency
Management and Recovery Guide incorporates activities for
preparedness, responding, and recovery for a variety of emergency
situations. The Guide will help maximize the health, safety, and
welfare of students, staff, and visitors when confronted by an
emergency situation.
New Challenges
Historically, schools have been relatively well prepared for
emergency situations such as fires and severe weather. Schools
understand the need to evacuate buildings when a fire alarm is
heard. They know procedures for calling 911 to report a fire, and
know to seek shelter in the event of a severe weather warning.
Conversely, the recent wave of school shootings and other forms of
interpersonal violence has stunned the country and uncovered a
need for preparedness for a much broader range of emergencies.
National attention has focused on school violence in communities
across the country including Bethel, Alaska; Pearl, Mississippi;
Paducah, Kentucky; Jonesboro, Arkansas; Edinboro, Pennsylvania;
Springfield, Oregon; Littleton, Colorado; Santee, CA and other
locales.
Further, although schools may have established procedures for
dealing with many emergency situations, most do not have these
protocols collected in a coordinated, concise manner. More so than
ever before, schools are faced with ongoing challenges to be
prepared for a wide-range of emergency situations from medical
emergencies to threats of violence, from severe weather to
chemical release, and from sexual abuse to kidnapping.
A Broad Perspective
The Kentucky Board of Education oversees Kentucky public
schools and districts has set three broad goals:
1.
2.
3.
High student performance
High quality teaching and administration
A strong and supportive environment for each
school and every child
To achieve these goals, schools and districts must provide a safe,
orderly learning environment for every child and every school. The
Chapter 1, Introduction - 3
Each
Emergency
Management
Plan is to be
written with the
explicit intent to
protect and
sustain life,
reduce
emotional
trauma, assist
in emotional
recovery from
trauma, and
minimize
personal injury
and/or damage
to property.
School-Centered Emergency Management and Recovery - KCCRB
School-Centered Emergency Management and Recovery Guide
provides protocols for crisis response situations, so that schools
and districts can quickly and adequately restore the school climate
to optimal learning conditions. The restored strong, supportive
environment will again promote high student achievement.
The KCCRB School-Centered Emergency Management and
Recovery Guide was developed in response to a growing number
of requests for technical assistance in crisis response training,
planning for school safety, emergency management and response,
and long-term recovery. The Guide is presented in three broad
sections: Preparedness, Response, and Recovery. Each of
these topics is introduced briefly over the next few pages, and then
explained and applied in detail in later sections of the guide.
Partnerships in
Preparedness,
Response and
Recovery
Chapter 1, Introduction - 4
School-Centered Emergency Management and Recovery - KCCRB
B. How to Use this Guide
The School-Centered Emergency Management and Recovery
Guide is designed to assist schools and districts in the
development of individually tailored Emergency Management
Plans. It is presented in three main sections: Preparedness,
Response, and Recovery, and offers a method for creating an
Emergency Management Plan to meet specific local needs. Since
each school and district has unique resources and unique risks,
each needs an Emergency Management Plan suited to its unique
circumstances.
New “best practices” for handling emergency situations become
available on an ongoing basis, and new emergency situations
emerge over time. Therefore, this manual should always be a
“working document,” and after initial completion, should be updated
on a regular basis.
District Preparedness – District Support Team
District preparedness should begin with the superintendent and
School Board making a firm decision to update the district’s
Emergency Management Plan, and communicating that decision to
staff. The next step is forming a District Support Team to begin
planning (superintendent, building and grounds, security,
transportation, student support, mental health, social work,
maintenance, administrators located in the school setting, etc.).
Next, the district should identify local community agencies to
engage in planning (police, fire department, emergency medical,
hospitals, mental health centers, local/regional emergency
management agency, etc.). The superintendent should delegate
one person (a district employee) to have primary responsibility for
overseeing the process of adapting this guide to local needs. This
individual will serve as a liaison between district employees and
community representatives and will have responsibility to convene
and lead meetings, to set a timeline for plan development, and to
direct changes to be made in the district’s emergency management
plan.
The District Support Team should review the contents of this
School-Centered Emergency Management and Recovery
Guide and conduct a review of area hazards (i.e., areas of potential
flooding, factories with dangerous chemicals, mines, areas prone to
severe weather conditions, etc.). The Team should then review
and modify each emergency protocol to reflect local needs and
circumstances in order to mitigate the impact of an emergency
situation should one arise.
Chapter 1, Introduction - 5
District
preparedness
should begin
with the
superintendent
and School
Board making
a firm decision
to update the
district’s
Emergency
Management
Plan, and
communicating
that decision
to staff.
School-Centered Emergency Management and Recovery - KCCRB
Since job titles in different districts may have very different
meanings, throughout the guide the district team will need to
update local school district job titles using appropriate local terms.
For example, job titles using terms such as “security,” “law
enforcement,” “safety officer,” and “school resource officer,” can
carry very different meanings and have very different levels of
responsibility. It is essential that local teams understand what is
meant by specific terms. Finally, the team will need to update local
district and community agency phone numbers throughout the text
and protocol sections of the guide.
Upon completing the revision of this guide, the District Support
Team’s role changes to that of support and leadership. The District
Support Team functions to assist schools in the coordination and
allocation of needed resources when the need imposed by the
current situation exceeds the school’s normal resources.
School-Centered Planning
After the District Support Team has completed its revision of the
guide, each school and support building should create a sitespecific Emergency Management Plan. To do this, the school will
need to establish a School-Centered Emergency Management
Team to review their site’s existing emergency plan, or to develop a
new plan using this guide as a model. Using the outline, sample
forms, and protocols provided in the district’s updated guide,
schools can create an emergency plan which includes a designated
chain of command, specific roles for team members, and school
specific procedures to implement in the event of an emergency.
Each school district will need to determine how best to conduct the
training and implementation process in individual schools. For
smaller districts, the district team may be able to assist on a schoolby-school basis. Larger districts will need a more coordinated and
systematic way to conduct training for school-centered teams to
better prepare them to adapt the district plan to their individual
school needs.
Communication and Practice
The final step in the emergency management planning process is
to communicate and practice the plan. The District Support Team
holds the responsibility to assist each school in conducting
awareness trainings and in practicing various elements of
emergency protocols. While most schools are adept at practicing
techniques such as fire drills and severe weather, most are not well
rehearsed in planning for such events as chemical release, threats
to self or others, intruders and other possible emergencies.
Chapter 1, Introduction - 6
After the
District
Support
Team has
completed its
revision of
the guide,
each school
and support
building
should create
a site-specific
Emergency
Management
Plan.
School-Centered Emergency Management and Recovery - KCCRB
This Guide represents an effort to bring together elements of
emergency management for natural and man-made disasters,
accidents and medical emergencies, interpersonal violence, and
threats to self or others.
Summary
In summary, the process of using this guide involves the following
three steps. Suggestions will be provided throughout the manual to
assist districts in adapting the guide for local use.
1. A District Support Team, in partnership with
community agencies, creates a district model
emergency plan, based on this manual, but
tailored to local needs.
2. The District coordinates training for SchoolCentered Emergency Management Teams to
adapt the district guide for school-specific needs.
3. District and school-centered teams communicate
and practice the plan with staff in order to better
prepare to respond and recover from
emergencies.
Practical Tip - Pages as Handouts: Although it may seem
repetitive at times, several of the concepts presented are featured
in several places throughout this guide. This is done intentionally
because many of the pages in this guide are designed to be
useable as handouts. Depending on your circumstances (such as
training and orientation needs) you may need detailed information
on a specific topic, or broad summaries of a variety of topics. As
you look through the guide you are encouraged to consider which
pages may provide good overviews or details about a specific topic.
Chapter 1, Introduction - 7
School-Centered Emergency Management and Recovery - KCCRB
C. Preparedness: A Brief
Introduction
Preparedness is the process of deciding what you will do in the
event of an emergency, before the emergency actually occurs.
Preparedness involves the coordination of efforts between the local
school district, individual schools, and the community at large.
School/District Safety Assessment
One way to begin planning is to form a District Support Team to
conduct a school and district safety assessment, which calls for a
self-appraisal of major areas which effect school safety. These
areas include geographic location of buildings, proximity of potential
hazards such as factories, mines, or waterways, district availability
of buses for possible evacuation, etc. Resources include: existing
safety plans, security and safety related district policies, floor plans
of buildings, maps of local evacuation routes, school crime reports,
known safety and security concerns, logs of police calls for service,
student and faculty handbooks, disciplinary files and School-Based
Decision Making Council (SBDM) input of safety concerns. The
Federal Emergency Management Agency, or FEMA, describes this
process as a “planning for all types of disasters.”
Comprehensive School Safety Planning
Once the school safety assessment is complete a comprehensive
planning process can be initiated. These efforts will be most
successful when they involve the community’s “major
stakeholders,” ideally, those included on a District Support Team
and other community representatives.
Just as schools reflect their communities, so, too, must they work
with those communities to proactively address the individual needs
of their school. “Major stakeholders” could include: superintendent,
law enforcement, parents and students, health and welfare,
business leaders, mental health providers, juvenile justice, city and
county government, church leaders, corrections, emergency
management, fire department, emergency medical services and the
media.
School Plans
Individual school safety plans should be preventative in nature.
This would include addressing proactive solutions to mitigate
identified safety concerns found as a result of a school assessment.
School-Centered Emergency Management Plans should include:
Incident Command Structure, roles and responsibilities of
Emergency Management Team Members, and emergency
Chapter 1, Introduction - 8
Each
school’s
plan
should
reflect the
school’s
unique
characteristics and
needs.
School-Centered Emergency Management and Recovery - KCCRB
protocols to follow for emergency situations. Each school’s plan
should reflect the school’s unique characteristics and needs.
District Support Plans
The District Support Team should develop a district support plan to
detail intervention strategies and the roles and functions of support
personnel available to schools. The District Support Team would
assist in the coordination and allocation of additional resources
designed to back-up the school when the need exceeds its day-today resources. The District Support Team should have a roster of
district-level personnel who are available to assist schools in a
variety of ways including assisting with phone calls and parent
notifications, status reporting, media briefings, etc., when an
emergency situation occurs. Additional consultants and “resource”
team members would be drawn from law enforcement, fire and
rescue, disaster and emergency management, media liaison, etc.
Chapter 1, Introduction - 9
School-Centered Emergency Management and Recovery - KCCRB
D. Response: A Brief Introduction
Response is the process of implementing appropriate actions while
an emergency situation is unfolding. In short, responding means
“doing what you planned to do.” In this phase, schools/districts
mobilize resources needed to handle the emergency at hand.
Mitigation
Mitigation refers to actions taken to reduce the adverse effect of an
emergency. Mitigation measures can be implemented before an
emergency, during an emergency, or in recovery from an emergency.
Following a school safety assessment conducted in the
preparedness phase, mitigation measures can be taken to eliminate
hazards that have been identified. In the response phase, mitigation
is the process of implementing the Emergency Management
Protocols detailed later in this guide. In the recovery phase of an
emergency, mitigation measures are those interventions designed to
reduce the psychological or emotional impact of a traumatic event.
Emergency Management Protocols
A broad range of emergency situations are identified in the
Emergency Management Protocols section of this guide. For each
event listed there are specific actions to be taken to appropriately
handle the given situation. Depending on the type of emergency,
protocols may remain under the domain of the school, may require
assistance from the District Support Team, or may necessitate a
coordinated community-wide response. Additionally, as indicated,
protocols use consistent language in implementation of Universal
Emergency Procedures, described in below.
Universal Emergency Procedures
Universal Emergency Procedures refers to a set of clear directives
that may be implemented across a number of situations. Evacuation
is a procedure that may apply to such emergencies as fire, bomb
threat or interior gas leak. Personnel throughout the building would
not necessarily need to know what is the emergency at hand; they
simply need to know to evacuate once a decision has been made.
Other Universal Emergency Procedures include Shelter in Place,
Drop, Cover and Hold, Severe Weather Safe Area, and “Reverse”
Evacuation. The advantage of having a small set of universal
procedures is its simplicity. With Universal Emergency Procedures in
place, staff can learn to follow specific directions without having to
learn extensive protocols for dozens of different emergency
situations.
Chapter 1, Introduction - 10
Mitigation
refers to
actions
taken to
reduce the
adverse
effect of an
emergency.
School-Centered Emergency Management and Recovery - KCCRB
E. Recovery: A Brief Introduction
Recovery is the process of assisting people with the physical,
psychological and emotional trauma associated with experiencing
tragic events.
Understanding “Critical Incidents”
The term “critical incident” is used to describe events that
overwhelm an individual’s capacity to cope. Traumatic events can
cause psychological and emotional turmoil, cognitive problems and
behavioral changes. Critical Incident Stress Management (CISM,
Everly & Mitchell, 1999) is a comprehensive, integrated multicomponent crisis intervention system. CISM services provide a
framework for the application of education and crisis intervention
during the acute stage following a critical incident. These services
enhance and compliment the delivery of traditional mental health
services.
Immediate vs. Ongoing Recovery
It is essential to understand recovery at two distinct levels,
immediate and ongoing. Immediate support is needed from the first
moments of a traumatic event through the first few days following it.
Frequently, recent victims of major trauma are in a state of shock,
and at this time basic human needs of food, shelter and clothing
are often a primary focus. Long-term recovery needs may not be
readily apparent, and for many, ongoing support will be needed.
Ongoing recovery refers to support provided to some individuals for
weeks, months, or years following a tragic event.
Assessment, Crisis Intervention and Support
Children and their parents, faculty, staff and administrators, public
safety personnel and the larger community are all impacted by
tragic events and will benefit from immediate and ongoing support.
For some traumatic events the District Support Team may be
adequate to provide immediate and ongoing recovery services.
Emergencies that affect a small number of people, or certain
district-level emergencies may be well served by crisis counseling
and recovery from other district employees, local community mental
health providers, employee assistance programs and similar
services.
For large-scale emergencies, however, services such as triage,
assessment, outreach, and crisis intervention are best delivered on
a regional basis through a trained rapid response network. For
large-scale disasters, site-based personnel normally assigned
these functions are now victims/survivors themselves. The regional
network of trained professionals provides a structured immediate
first response system to support the district in need. Site-based
Chapter 1, Introduction - 11
School-Centered Emergency Management and Recovery - KCCRB
personnel will be called on to provide the ongoing support services
once the immediate crisis has passed. Their effectiveness will be
strengthened if needed support is afforded to them during the early
days of recovery. Recognizing the impact of critical incident stress
on all school and district staff members while supporting outreach
efforts will insure that “quality care” of the schools most valuable
resource, it’s personnel, is a priority.
The Kentucky Community Crisis Response Board (KCCRB) is
working throughout the Commonwealth of Kentucky to assist in
building regional capacity to support schools and their communities
in Preparedness, Response and Ongoing Recovery.
Chapter 1, Introduction - 12
School-Centered Emergency Management and Recovery - KCCRB
F. Levels of Emergencies
It is essential to understand and be prepared for a range of situations from school-based
events such as an allergic reaction, to community-wide disasters such as tornados. The
chart below illustrates different levels of emergencies, and the following page describes in
greater detail the possible impact of community-level disasters on individual schools.
School Level
Emergencies
Situations in which the scope
is limited to school settings &
school-based personnel, &
no assistance is needed
(such as an allergic reaction
and use of “epi-pen”)
District Level Emergencies
These are events where support and involvement is required
from school district personnel or members of the District
Support Team. Events may include an unexpected death,
suicide threats, water or power failure, trespasser, etc.
While these events may require help from non-school
employees, they do not reach the scope and gravity of
community-level disasters needing community-wide support.
Community Level Emergencies
These include large-scale events during which coordination of services from school, district
and local community response agencies is warranted. Such events include tornado
damage to buildings, flooding, fires or explosions, chemical spills requiring evacuation,
death of multiple staff or students (as in a bus accident), hostage situation. In many of
these situations the school’s role is to implement protocols until appropriate community
agencies respond and assume responsibility (such as police, fire and rescue). However,
schools must be prepared to rely on their own resources until help arrives.
Chapter 1, Introduction - 13
School-Centered Emergency Management and Recovery - KCCRB
G. Understanding the Impact of
Large-Scale Disasters
Schools must be prepared to rely on their own resources because
assistance from others may be delayed, depending on the scope of
an emergency. Remember, for a large-scale event such as an
earthquake or tornado, the same disaster that affects your school
will also affect the surrounding community. The list below offers
insights into to possible effects of a large disaster (adapted from the
Federal Emergency Management Agency’s [FEMA’s] “Multi-Hazard
Program for Schools,” 1999)

Experts advise that schools (and everyone else) may be
on their own for 3 days or more following a catastrophic
disaster.

A large disaster may result in:
 Widespread telephone outage
 Road blockages and damage to roads
and bridges
 Gridlock or congestion of roadways
 Loss or damage to utility systems
 Damage to local dams, especially
earthfill dams
 Chemical or electrical fires
 Release of fuels and hazardous materials
 Flash flooding

Injuries and death may be caused by falling objects,
fires/smoke inhalation, release of hazardous materials,
flying debris, roof collapse, flooding, and landslides.

The disaster that affects you also affects the community.

Fires, spills, damaged buildings, and search and rescue
operations will overwhelm normal emergency response
forces including police departments, fire departments and
emergency medical services.

It is important for school staff to develop personal and
family emergency response plans because school
personnel may have moral and legal responsibilities at
school should a disaster occur. The family should
anticipate that a staff member may be required to remain
at school following a catastrophic event.
Chapter 1, Introduction - 14
The same
disaster
that affects
your school
will also
affect the
surrounding
community.
School-Centered Emergency Management and Recovery - KCCRB
H. Elements of Emergency
Management and
Preparedness
Leadership: The importance of strong leadership cannot be
overstated. Leadership ensures that emergency preparedness will
be a priority and that adequate resources will be allocated to create
and implement district and school-based plans. At the district level
leadership should come directly from the superintendent, at the
school level, from the principal.
Incident Command System: Is a nationally recognized
organizational structure designed to handle: Management,
Operations, Logistics, Planning, and Administration & Finance. The
ICS allows for appropriate utilization of facilities, equipment,
personnel, procedures, and communications. The Incident
Commander is the highest-ranking official in charge of the
emergency response operations.
District Support Team: Initially, the Team directs the process of
adapting this guide to reflect local conditions. Ongoing, the District
Support Team serves to assist the schools when an emergency
occurs and the need exceeds the school’s resources.
School-Centered Emergency Management Team: School-based
teams of individuals with specific duties to perform in order to
prepare for, and respond to, emergencies. The Team develops the
plan to meet individual school needs, and implements the plan
should the need arise.
School-Centered Emergency Management Plan: The modified
version of this guide, tailored and fine-tuned to meet the unique
needs and resources of a given school. The plan includes
Emergency Management Team assignments, emergency numbers,
protocols, etc.
Communication: Plans should have established lines of internal
communication (i.e., within the school), external communication
(i.e., with the district office & community). Plans should include
provisions for after-hours communication (telephone tree), and
alternate means if telephone lines are disabled.
Emergency Management Protocols: Emergency Management
Protocols are the step-by-step procedures for schools to implement
in the event of an emergency.
Chapter 1, Introduction - 15
School-Centered Emergency Management and Recovery - KCCRB
Universal Emergency Procedures: Universal Emergency
Procedures are a set of clear directives that may be implemented
across a number of emergency situations. These procedures
include Evacuation, Shelter in Place, Drop, Cover, and Hold,
Reverse Evacuation, and Lockdown.
Mitigation: Mitigation refers to any action taken to reduce the
adverse effects of an emergency. These actions can be to
eliminate existing hazards, to respond effectively when an
emergency arises, or to assist in recovery in the aftermath of an
emergency.
Preparedness: Preparedness is the process of district and schoolbased planning to prevent emergencies when possible, and to
respond effectively when they occur.
Response: Response is the implementation of Universal
Emergency Procedures and/or Emergency Management Protocols
to maximize the health, safety and well being of individuals in the
school community.
Recovery: Recovery is the process of assisting with physical,
psychological and emotional trauma associated with experiencing
tragic events. Recovery during an emergency can address
immediate short-term needs, while ongoing recovery can last for
months or years.
Training: Training is important on at least three levels: 1) Team
Training for general emergency preparedness; 2) Training to
address specific emergency response or recovery activities (i.e.,
severe weather training, threat assessment training, or Critical
Incident Stress Management training); and 3) awareness training
for all staff (i.e., Universal Emergency Procedures).
Practice: Practicing the plan consists of drills, tabletop exercises,
orientation for staff, etc. It is generally recommended that schools
start with basic orientation and tabletop exercises prior to engaging
in full-scale simulations or drills.
Chapter 1, Introduction - 16
School-Centered Emergency Management and Recovery - KCCRB
I.
Moral/Legal Responsibilities
for Emergency Preparedness
Adapted from the Federal Emergency Management Agency’s
(FEMA’s) “Multi-Hazard Program for Schools,” (1999)
Moral Responsibility

Schools are a vital community resource.
 School personnel have a moral and legal responsibility to
all students in their care.
 Your school is responsible for students during day-to-day
operations.
 After a disaster, your school may serve as the gathering
place for hundreds of people who live or work nearby.

In most cases, teachers and staff members will be required
to remain at school until they are released by the principal or
superintendent.
 This responsibility to students in a disaster should be
covered in each individual’s employment contract.
 This policy recognizes the school’s obligation to keep
students safe.
 Just as school staff members will rely on other members
of the community to open blocked roads, repair utilities,
perform rescue work, etc., those members of the
community will rely on schools to care for children in their
care.

Staff Members should have a family emergency plan; that
plan should anticipate that the school staff member must
stay at school.
 Knowing your family is prepared and can handle the
situation will enable you to do your job professionally.
 Remind your family that if the telephones are not
working, you will be unable to call them.
 If the telephones work, tell them you will wait an hour or
two to keep the lines open.

Ideally, the school plan should include a rough prioritization
of which teacher and staff members might be released first
(such as those with small children at home).

Staff members who live alone or a long distance from school
should be encouraged to make special preparations for
remaining at school a longer time, such as arranging with a
Chapter 1, Introduction - 17
School-Centered Emergency Management and Recovery - KCCRB
neighbor to check on their home and keeping extra supplies
at school.
Legal Aspects

If you are a school official with decision-making authority and
you neglect or avoid taking disaster safety precautions, you
may be found personally and financially liable for damages,
injuries and deaths at your school.

Many States now require specific disaster preparedness
activities. In Kentucky, several statutes related to
emergency planning and safe schools reporting:
 K.R.S. 158.163 – Earthquake and tornado emergency
procedures system
 K.R.S. 158.150 – Suspension or expulsion of students
 K.R.S. 158.154 – Principal’s duty to report certain
acts to local law enforcement
 K.R.S. 158.165 – Possession and use of personal
telecommunications device.
 K.R.S. 610.345 – Principal’s duty to share “Disclosure
Notices” received from courts.

Have your legal counsel check to see that your school or
district is in compliance with current laws and standards
regarding school safety.
Chapter 1, Introduction - 18
School-Centered Emergency Management and Recovery - KCCRB
J. Critical Incident Stress
Management (CISM)
Critical Incident Stress Management services (CISM, Everly &
Mitchell, 1999) are designed to promote emotional and
psychological resilience following a critical incident. Whether an
event is an act of violence, a sudden death, or a large-scale
disaster, those involved often experience stress reactions. These
reactions can affect employees, students, parents, emergency
responders, police, witnesses, and the families of these individuals.
Impact
The stress reactions experienced following a critical incident can
include insomnia, depression, anger, headaches, ulcers, and a host
of other manifestations. These conditions often translate into
higher rates of absenteeism and turnover, as well as lower school
and job performance.
CISM
Much of this suffering and loss can be reduced if the affected
individuals receive CISM from experienced counselors in the hours,
days, and weeks following a traumatic incident. CISM uses both
crisis intervention and educational processes targeted toward
mitigating or resolving the psychological distress associated with a
critical incident. CISM services include pre-crisis consultation,
briefings, individual consultation, group debriefings and defusings,
organizational consultations, referrals, etc.
The purpose of CISM techniques is to provide students, school
employees, and others affected by an event with the opportunity to
express their thoughts and feelings about what happened and how
it was handled.
Depending on their developmental level, children have different
coping skills for dealing with traumatic events, and memories of
those events. Adolescents can often use discussion formats, while
younger children may require involvement and use of nonverbal
means of communication. Whether using verbal or nonverbal
communications, the intent of CISM is to help activate and enhance
an individual’s problem solving and crisis coping skills.
(Adapted from, “Guide for Preventing and Responding to School
Violence, International Association of Chiefs of Police, 1999, used
by permission)
Chapter 1, Introduction - 19
School-Centered Emergency Management and Recovery - KCCRB
K. Introduction to the Incident
Command System (ICS)
Every complex job needs to be organized, and emergency
management in schools is no exception. The Incident Command
System (ICS), is becoming the nationwide standard for emergency
management, preparedness and response. The model is an
expandable system of management which has proven to be workable
for many emergencies, from small events to large disasters and is
currently in use by many agencies across the country.
A basic premise to ICS is that in an emergency situation staff will
transition from their day-to-day job to a similar function in
addressing that emergency. For example, in an emergency the
principal will become the “Incident Commander.”
Division of Labor
The major concept behind ICS is that every emergency, no matter
how large or small, requires that certain tasks, or functions, be
performed. The organization can expand or contract according to
the size of the emergency and the staff available. Main divisions of
ICS are: Management, Operations, Logistics, Planning/
Intelligence, and Administration/Finance.
In simple terms:
 Management: Is in charge
 Operations: Makes it happen (by “doing”)
 Logistics: Makes it possible (by “getting”)
 Planning/Intelligence: Makes it rational (by “thinking”)
 Administration/Finance: Makes it fiscally accountable
(by “recording”)
Span of Control
Another concept of ICS is Span of Control. The structure dictates
that no one person should be in charge of more than 7 other
people. The optimum number is 5, unless a large number of
people are all performing the same function; for example, 1 person
might be in charge of 10 teachers, who are all caring of students.)
Common Terminology
One of the most important reasons for schools to use ICS common
terminology. Response agencies will communicate more effectively
with schools if similar roles are described with similar wording.

Chapter 1, Introduction - 20
A basic
premise to
ICS is that
in an
emergency
situation staff
will transition
from their
day-to-day
job to a
similar
function in
addressing
that
emergency.
School-Centered Emergency Management and Recovery - KCCRB
L. Incident Command in Schools
In many ways, Incident Command has been in place since the formation of the first modern schools.
In an emergency, the principal assumes control or management responsibility, and activates others
as needed. For relatively small incidents, the principal may perform all the roles of the ICS structure.
If an incident grows, he/she may activate other personnel as needed. In turn, once activated, each
individual below may activate others needed to complete necessary functions.
Incident Commander
Principal or Alternate
(In charge of overall management
of an emergency situation)
Safety Official
Public Information
Official
(Media Liaison)
(School Security, Law
Enforcement, School
Resource Officer)
Liaison Official
(On-scene contact
for outside agencies
assigned to incident)
Planning
Operations
Logistics
(Collection, evaluation,
dissemination, and use
of information)
(Carries out response
activities, universal
procedures, etc.)
(Responsible for
organizing resources
and personnel)
Administration &
Finance (Tracks
incident accounting,
costs, reimbursements)
Incident Commander: Establishes command, works to protect life and property, directs
overall management of emergency response activities.
Planning: In small emergencies, the Incident Commander (IC) is responsible for planning,
but in a larger emergency, the IC establishes a Planning Section. Planning collects and
evaluates information as related to the development of an incident, and status of resources.
Operations: On a school campus, most staff will be assigned roles under Operations.
Operations is responsible for care of students and carrying out response activities according
to established Universal Emergency Procedures and Emergency Management Protocols.
Logistics: Is responsible for communications, as well as securing and providing needed
materials, resources, services and personnel. This section may take on a major role in
extended emergency situations.
Administration/Finance: Sometimes overlooked, the Administration/Finance is critical for
tracking incident costs and for reimbursement accounting. This is especially important in
tracking costs where a state or federal “disaster area” may be declared.
Chapter 1, Introduction - 21
School-Centered Emergency Management and Recovery - KCCRB
M. ICS / Emergency Management Team
Roles and Responsibilities
The principal, as Incident Commander (IC) is in charge. As appropriate, the IC activates
those in the Incident Command System (ICS), who in turn, activate others needed to fulfill
emergency response tasks.
Title
Incident Command:
Principal
Safety Official:
Security, Law
Enforcement
Public Information
Official:
Media Liaison
Liaison Official:
Liaison to Outside
Agencies
Planning/Intelligence:
Situation Analysis
Operations:
Student Accounting &
Release
Operations:
Facility &
Environmental
Operations:
First Aid, CPR,
Medical
Operations:
Crisis Intervention &
Response
Operations:
Food, water,
sanitation
Logistics:
Communications
Logistics:
Supplies
Administration &
Finance:
Documentation
Role, Responsibility
Responsible for development of school’s plan and overall management of
emergency situations; establish/manage Command Post; activate ICS;
determine strategies to implement protocols and adapt as needed
Monitor safety conditions of an emergency situation and develop measures for
ensuring the safety of building occupants (students, staff, volunteers,
responders); document activities
Develop relationship with local media reps.; prepare media releases; establish
“media center” near Command Post; coordinate information with Incident
Commander and District Support Team; document activities
Develop working knowledge of local/regional agencies; serve as the primary
on-scene contact for outside agencies assigned to an incident; assist in
accessing services when the need arises; document activities
Assist Incident Commander in the collection and evaluation of information about
an incident as it develops (including site map and area map of related events);
assist with ongoing planning efforts; maintain incident time log; document activities
Analyze school staffing to develop a Student Accounting and Release Plan
(accounting from individual teachers to Student Accounting and Release to
Command Post); implement plan in an emergency; document activities
Monitor site utilities (electric, gas, water, HVAC) shut off only if danger exists or
directed by Incident Commander; assist in securing facility (locking gates and
perimeter doors, posting yellow caution tape as needed, etc); document activities
Establish medical triage with staff trained in first aid, CPR; provide/oversee
care given to the injured; distribute supplies (latex gloves, bandages, etc.);
request additional supplies from Logistics; document activities
Provide and access psychological first aid services for those in need (working
with “Operations: Medical”); access local/regional providers for ongoing crisis
counseling for students, staff, parents; document activities
Coordinate the rationed distribution of food and water (prolonged emergencies);
establish secondary toilet facilities in the event of water or plumbing failure; request
needed supplies from Logistics; document activities
Establish/oversee communications center and activities during an emergency
(two-way radio, battery-powered radio, written updates, etc.); develop
telephone tree for after-hours communication; document activities
Responsible to establish and maintain “Emergency Team Toolbox” (fresh
batteries, etc.); coordinate access to and distribution of supplies during an
emergency; monitor inventory of supplies and equipment; document activities
Responsible for overall documentation and record keeping activities; when
possible, photograph or videotape damage to property; develop a system to
monitor and track expenses and financial losses; secure all records
Chapter 1, Introduction - 22
School-Centered Emergency Management and Recovery - KCCRB
N. The District Support Team
The District Support Team should reflect the diversity of the school
community and should capitalize on the unique training and
expertise offered by staff in various positions in the district offices.
Additionally, the district team should include representatives from
agencies with crisis and emergency management responsibilities
and other community members. Members may include:










Superintendent
Director of security or law
enforcement
Director of building and grounds
Director of maintenance
Director of transportation
District secretary or receptionist
Director of community or public
relations
Director of risk management and
safety
School psychologists and social
workers
Personnel with areas of expertise
(i.e., CPR, first aid, etc.)

Community representatives including:
 Police Department
 Fire Department
 Emergency Medical Services
 Social Service Agencies (Child
Welfare, Juvenile Justice)
 City/county government
 Local hospitals and medical
professionals
 Regional or local emergency
management agency
 Business representatives
 Clergy, Parents
 American Red Cross
 Etc.
Ultimately, the school district is responsible for assuring the
effective development of district and school-based emergency
management plans. The district should engage in:

Creating a district model: Adapting this guide for local
district use.

Analysis of resources: Review policies and procedures,
means of communication, transportation capabilities,
geographic location of schools, potential area hazards, etc.

Clarifying district roles: Who may be available to assist
the school for response and recovery, who will serve as a
liaison with community agencies, etc.

Coordinating the district’s plan with community plans:
Police, fire, emergency medical, mental health centers,
FEMA, local emergency management agency, etc.

Making the plan public: Disseminate the district plan
broadly to school and community groups who may be able to
assist in an emergency.
Chapter 1, Introduction - 23
School-Centered Emergency Management and Recovery - KCCRB
O. The School-Centered
Emergency Management Team
A school’s Emergency Management Team should reflect the
diversity of the school community and should capitalize on the
unique training and expertise offered by staff in various positions in
the school. Members may include:













Principal
Counselor
Nurse
Head custodian or campus foreman
Office secretary
Vocational education teacher
Chemistry teacher
School security or law enforcement
personnel
School psychologist
Social worker
Special education teacher
Transportation coordinator
Cafeteria Manager



Personnel with areas of expertise (i.e.,
CPR, first aid, etc.)
Staff located in strategic positions in
the building (i.e., near exits or fire
extinguishers, on different floors,
etc.)
School Teams may also consider
community representatives such as:
 Police, Fire, Emergency Medical
 Social Service Agencies (Child
Welfare, Juvenile Justice)
 Mental Health
 Clergy
 Parents
The purpose of the School-Centered Emergency Management
Team includes the following:

Develop the school’s Emergency Management Plan
including school-specific risks, assets, and needs, using
the district model as a guide.

Conduct or coordinate orientation training for staff and
recommend additional training.

Conduct or coordinate awareness programs for students.

Evaluate the school’s preparedness for implementing
Universal Emergency Procedures.

Perform specific functions during and after an
emergency.

Report progress to the school’s school based council,
parents, and superintendent.
Chapter 1, Introduction - 24
School-Centered Emergency Management and Recovery - KCCRB
P. Planning Timeline
Schools and districts are encouraged to adopt an ambitious, yet
realistic timeline for conducting preparedness, response and
recovery planning activities. One timeline would be to schedule a
two-year planning cycle as follows:
Year One




Engage key players from appropriate school, district, and community
agencies
Schedule and conduct training for Emergency Management Team
Adapt this manual, or your existing emergency management guide, to
meet local district needs
Communicate the plan through a general orientation to emergency
management


Year Two



Schools modify guide for individual school use
School and district conducts table top exercises, drills, functional
exercises, etc. to practice the plan.
District and individual schools examine effectiveness of plans, and begin to
modify as necessary.

By viewing emergency management planning as a cycle, schools
and districts make a strong commitment to ongoing improvements
in preparedness, response and recovery. Using this two-year
approach will increase the likelihood that schools will keep plan
current, with up to date information and emergency techniques.
Chapter 1, Introduction - 25
School-Centered Emergency Management and Recovery - KCCRB
Q. Practicing the Plan: Levels
of Practice and Exercises
Orientation
Once an Emergency Management Plan is completed all personnel
need to be oriented to it. The Federal Emergency Management
Agency (FEMA) recommends that this ORIENTATION be:
 Informal
 Not a simulation
 Includes a discussion of Roles and Responsibilities
 Introduces related Policies, Procedures, Plans and
Responsibilities
Conducting Drills
It is essential to practice the Plan periodically to make sure that it
works, and that all personnel understand their roles. FEMA
suggests four ways to accomplish this goal:
1. TABLETOP EXERCISE
 An informal discussion of simulated emergencies
 No time pressures
 Low stress
 Useful for evaluating plans and procedures
 Helpful to resolve questions of coordination and
responsibility
2. DRILL
 An informal discussion of simulated emergencies
 May test a single component or function of the
Emergency Management Plan (for example, a “lockdown” drill)
 May only involve one supporting agency
3. FUNCTIONAL EXERCISE
 An informal discussion of simulated emergencies
 Policy and coordination personnel will practice all or
part of the Emergency Management Plan
 More stressful and realistic simulation of real life
situations
 Usually takes place in “real time”
 Emphasizes the emergency functions of the Emergency
Management Plan. Examples might include perimeter
security (securing all doors of the school), utility shutChapter 1, Introduction - 26
School-Centered Emergency Management and Recovery - KCCRB

downs, and accounting for all the people who should be
in the school at the time (to include students and staff).
School’s Emergency Management Team is activated.
4. FULL SCALE EXERCISE
 Takes place in “real time”
 Employs real people and equipment, some from the
district and some from community resources that would
be anticipated to support the school in crisis.
 Coordinates many agencies and functions, both internal
and external to the district
 Intended to test several emergency functions, either
concurrently or in sequence
 Could involve activating an emergency operation center
(EOC)
 Produces High Stress
Chapter 1, Introduction - 27
School-Centered Emergency Management and Recovery - KCCRB
R. “My Role in an Emergency”
The following is an outline of roles and responsibilities for staff during an emergency. The
Emergency Management Team has specifically assigned roles during an emergency, and
will access the District Support Team in accordance with your school’s individualized plan.
Personnel Guide
ALL STAFF
All staff should prepare family members that they may be
required to remain at school to assist in an emergency
situation.
PRINCIPAL/FACILITY DIRECTOR
The principal shall serve as Incident Commander and shall be
responsible for the overall direction of the emergency procedures at
the school or support building site. Responsibilities include:
1. Take steps deemed necessary to ensure the safety of
students, staff, and other individuals in the
implementation of Emergency Management
Protocols.
2. Determine whether to implement Universal
Emergency Procedures (evacuation; reverse
evacuation; shelter in place; severe weather/safe
area; drop, cover and hold; lockdown)
3. Activate the Emergency Management Team.
4. Arrange for transfer of students, staff, and other
individuals when safety is threatened by a disaster.
5. Work with emergency service personnel (depending
on the incident, community agencies such as police or
fire department may have jurisdiction for
investigations, rescue procedures, etc.)
6. Maintain a line of communication with the
Superintendent’s Office and/or District Support Team.
DISTRICT SUPPORT TEAM
The District Support Team’s role is to support the school when the
need exceeds the resources of the school to handle a situation:
1. Provide guidance regarding questions which may
arise.
2. Direct additional support personnel, including District
Support Team members as needed.
Chapter 1, Introduction - 28
All staff
should
prepare
family
members
that they
may be
required to
remain at
school to
assist in an
emergency
situation.
School-Centered Emergency Management and Recovery - KCCRB
3. Monitor the emergency situation and facilitate major
decisions which need to be made.
4. Provide a district contact for release of information to
the media.
TEACHERS
Teachers shall be responsible for the supervision of students and
shall remain with students until directed otherwise. They shall:
1. Take steps deemed necessary to ensure the safety of
students, staff, and other individuals in the
implementation of Emergency Management Protocols.
2. Direct students in their charge according to
established Universal Emergency Procedures.
3. Render first aid if necessary. School staff should be
trained and certified in first aid and CPR.
4. Teachers must have their roll book with them.
5. Take roll when the class relocates in assembly area.
6. Report missing students and staff to Student
Accounting and Release.
7. Assist as directed by the principal.
COUNSELORS, SOCIAL WORKERS, PSYCHOLOGISTS
Counselors, social workers, psychologists shall be responsible for
assisting the overall direction of the emergency procedures at the
site. Responsibilities include:
1. Take steps deemed necessary to ensure the safety of
students, staff, and other individuals in the
implementation of Emergency Management
Protocols.
2. Direct students in their charge according to
established Universal Emergency Procedures.
3. Render first aid if necessary.
4. Assist in the transfer of students, staff and other
individuals when their safety is threatened by a
disaster.
5. Help coordinate the activities of emergency service
personnel.
6. Maintain a line of communication with the Emergency
Management Team leader.
7. Assist as directed by the principal.
Chapter 1, Introduction - 29
School-Centered Emergency Management and Recovery - KCCRB
SCHOOL NURSES
1. Provide first aid or emergency treatment as needed.
2. Communicate first aid and emergency treatment
needs to emergency service personnel.
3. Assist as directed by the principal.
CUSTODIANS
1. Survey and report damage to principal.
2. Assist Universal Emergency Procedures and
Emergency Management Protocols as directed.
3. Control main shut-off valves for gas, water, and
electricity and assure that no hazard results from
broken or downed lines.
4. Assist in the conservation, use, and disbursement of
supplies and equipment.
SCHOOL SECRETARY
1. Answer phones and assist in receiving and
providing consistent information to callers.
2. Provide for the safety of essential school records
and documents.
3. Assist as directed by the principal.
FOOD SERVICE/CAFETERIA WORKERS
1. Use, prepare, and serve food and water on a rationed basis
whenever the feeding of students and staff becomes
necessary during an emergency.
2. Assist as directed by the principal.
BUS DRIVERS
1. Supervise the care of students if an emergency occurs while
children are on the bus.
2. Transfer students to new location when directed by the
dispatcher or authorized regulatory agency.
3. Follow procedures as directed by your transportation policy
for emergency situations.
Chapter 1, Introduction - 30
School-Centered Emergency Management and Recovery - KCCRB
Chapter 2:
COMMUNICATION
A. Communication: When an
Emergency has Occurred
Communications is a critical part of emergency management.
School staff members and students must be told what is happening
and what to do. Parents of students and families of staff members
must be informed about the situation, including the status of their
child or family member. Timely contact with law enforcement and
other emergency services is necessary for effective response.
School Board members must be kept informed and updated.
Information must be transmitted to Central Office and to other
affected schools. And finally, the media must be informed and kept
updated.
After an Emergency
The principal will need to notify staff of an event or emergency and
keep them informed as additional information becomes available
and as plans for management of the situation evolve.
The Telephone Tree
A telephone tree is a simple, widely used system for notifying staff
of an emergency event when they are not at school. Set up a
telephone tree by listing the first in Building Chain of Command
(Principal or Incident Commander). Then link him/her to several on
the Emergency Management Team; then link to different staff
groupings (teachers, support staff, etc.). In practice, the first
person on the list calls several people, who in turn call others, etc.,
until everyone on the list has been notified of the situation. A
carefully crafted statement, specifying what is and is not yet known,
and what steps may need to be taken, should be drafted before the
telephone tree is activated.
Chapter 2, Communication - 1
School-Centered Emergency Management and Recovery - KCCRB
The Morning Faculty Meeting
An early, brief faculty meeting provides the opportunity to give
accurate, updated information about an emergency event/situation
itself and to review with staff procedures for the day, including the
availability of intervention resources.
The End-of-Day-One Faculty Meeting
A brief end-of-day-one meeting provides the opportunity to review
day one of an emergency, to update information, and plan for day
two. Misinformation or rumors can be addressed before staff
members go home or into the community where they are likely to
be asked about the situation.
Chapter 2, Communication - 2
School-Centered Emergency Management and Recovery - KCCRB
B. Communication: Dealing with
Rumors
Establishing reliable communication networks is critical for dealing
effectively with a potentially detrimental phenomenon often present
in emergencies: Rumors. People are going to talk about an
emergency and, when accurate information is not available, rumors
begin. Without facts people speculate. Rumors create a negative
perception of the school’s ability to manage an emergency. The
most effective strategy for combating rumors is to provide facts as
soon as possible:
1. Identify and notify internal groups including administrators,
teachers, students, custodians, secretaries, teaching assistants,
cafeteria workers, bus drivers, etc. These are primary sources of
information and are likely to be contacted in their neighborhoods,
at grocery stores, etc. It is critical that they have accurate
information because what they know (or are speculating about)
will be passed on. A faculty/staff meeting should be held before
staff members go home so that what is (and is not) known can be
clearly communicated.
2. Clerical staff who answer the telephone at the school and at the
Central Office must know which information can be shared and
which information cannot be shared. They must be kept informed
of inaccurate information which is circulating so they can help
correct misinformation. Designating a few persons to answer
calls helps control the circulating of misinformation.
3. Use of key communicators in the community will also combat
rumors. A telephone tree or a briefing held especially for
identified community representatives directly associated with the
school will help convey accurate information.
4. The media can also help control rumors; ask them to provide
frequent updates to the public, particularly providing accurate
information where rumors need to be dispelled.
5. After an immediate emergency has passed, public meetings may
be helpful. It provides an opportunity for people to ask questions
and to receive accurate information. A follow-up public meeting
may also be helpful in restoring the community’s confidence in the
school’s ability to manage emergencies and to provide a safe
environment.
Chapter 2, Communication - 3
School-Centered Emergency Management and Recovery - KCCRB
C. Communication: Technology
Technology can be a very effective tool for communication during an
emergency. Common tools include the following:
1. Telephone - It is recommended that schools should have at least
one unpublished number. Check with the phone company to see
if there are unused lines in the school’s control panel which to
activate if needed. Use standard jacks and mark them clearly so
emergency personnel can find them.
2. Intercom systems – Ideally, systems should include teacherinitiated communications with the office and use a handset rather
than a wall-mounted speaker. Instructions for use of the intercom
system should be posted near the controls in the office area.
3. Bullhorns and megaphones - Battery-powered megaphones
can be effective for communication in an emergency. One should
be part of the school’s emergency toolbox. Procedures governing
storage and use will help ensure availability.
4. Two-way radio - Two-way radios provide a reliable method of
communication between rooms and buildings at a single site. All
staff should be trained to operate the 2-way radio.
5. Computers - Existing computers may be used for communication
both within the school and to other sites. E-mail may be a useful
tool for updating information for staff, Central Office, other schools
in an affected area, and possibly for other agencies.
6. Fax machines – Possible uses include an off-campus accidents
where lists of students and staff members involved, their
locations, and needed telephone numbers can be quickly and
accurately communicated. Medical information, release forms,
and authorizations can be faxed and returned in emergencies.
7. Cellular telephones – These phones may be the only tool
working when electric service is out; they are useful to staff who
may be en route to or from a site.
8. “Panic buttons” - “Panic buttons” may be connected directly to
the police or other emergency services. In some communities,
there is an immediate response; in others, the police or fire
departments call the school to confirm the emergency.
9. Alarm systems – Bells or buzzers which may be sounded in
different ways to signal different types of emergencies - for
example, fire, severe weather, or special alert (with instructions to
follow).
Chapter 2, Communication - 4
School-Centered Emergency Management and Recovery - KCCRB
D. Communication: Strategies
with Parents and Community
An important aspect of managing emergencies is dealing
effectively with parent reactions and community agencies.
Communication with parents and the community is best begun
before an emergency occurs. Some useful strategies include the
following:
1. Inform parents about the school’s emergency plan, its
objectives, and the need for it; such information can be
included in a school newsletter or other informational
materials prepared for parents.
2. Develop a relationship with parents so that they trust and
feel comfortable calling school personnel in the event of
emergency.
3. Develop materials that may be needed including:
a. Drafts of letters to parents informing them of what
happened.
b. Information regarding possible reactions of their child
and ways to talk with them.
c. How the school and school district are handling the
situation.
4. Develop a list of community resources which may be helpful
to parents or helpful to the school in the event of an
emergency.
5. Identify parents who are willing to volunteer in case of an
emergency, include them in preparation efforts, and include
them in training.
Chapter 2, Communication - 5
School-Centered Emergency Management and Recovery - KCCRB
E. Communication: Sharing
Information with Parents
In the event of an emergency parents have very specific
information needs. First, parents want to know their children are
safe; then, parents want to know the details of the emergency
situation, to know how it is being handled, and to know that the
children will be safe in the future. The first reactions are likely to
involve fear. Upon learning of an incident at the school, parents are
likely to descend upon the school in search of their child or to
telephone, frantically seeking information. Establishing a system
for responding quickly to parent needs for information is an
important part of pre-planning. Anger is another common reaction
of parents, particularly in the case of senseless acts of violence. In
the event of an emergency or disaster:
1. Tell parents exactly what is known to have
happened. Do not embellish or speculate.
2. Implement the plan to manage phone calls and
meet with parents who arrive at school.
3. Schedule and attend an open question-andanswer meeting for parents as soon after the
incident as possible. The meeting will provide an
opportunity for school officials to listen and
respond to parent concerns (which is helpful in
combating rumors and other misinformation) and
to work on restoring parental trust in the school.
4. In the event of an incident which involved damage
or destruction, an open house for parents and
other members of the community to see the school
restored to its “normal” state helps everyone get
beyond the emergency.
Chapter 2, Communication - 6
In the
event of an
emergency
parents
have very
specific
information
needs.
School-Centered Emergency Management and Recovery - KCCRB
F. Communication: With Media
Most news people are sensitive reporting emergencies that occur in
school settings and are interested in doing a reputable job. The following
suggestions will promote clear communications with the media:

Identify a single information source.

Direct media representatives to one area (on or off
campus) where briefings can take place.

Instruct all employees to refer all information and
questions to Media Liaison or Information Official.

If the emergency is a death, consult with the deceased
student/staff member’s family before making a statement.

Insist that reporters respect the privacy rights of students
and staff.

Advise students of the school’s student media policy.

The school should decide what to say, issue a statement,
and answer questions within the limits of confidentiality.

Remind employees that only designated spokesmen are
authorized to talk with news media.

Take initiative with news media and let them know what
is or is not known about the situation.

Emphasize school’s/district’s good record.

Speak to reporters in plain English - not in “educationese.”

If there is involvement with a criminal case, work in
conjunction with law enforcement spokesperson.

Don’t try to “kill” a story; don’t say “no comment;” don’t
speculate; don’t try to blame anyone for anything.

When communicating, maintain a unified position and
message; keep messages concise, clear, and consistent.

Contact District Support Team to regularly update.

Delay releasing information until facts are verified and the
school’s position is clear; prepare statements about the
situation in advance to read (avoid ad-libbing).

Assign sufficient staff to handle phones and keep a log of
calls and personal contacts.

Express appreciation to all persons who helped handle
the emergency.
Chapter 2, Communication - 7
School-Centered Emergency Management and Recovery - KCCRB
G. Communication: Sample
Statements to the Media
Example 1: Bus accident
Our third grade students were on a field trip when their school bus was involved in an
accident on Interstate-75 (I-75). Emergency medical teams have arrived are transporting
students to (NAME) community hospital. Our assistant principal is at the scene and our
superintendent is at the hospital. We have established a hotline for parents (or, staff
members are calling parents of students involved in the accident.) The hotline number is
(NUMBER). Our Emergency Management Team is implementing our emergency protocol
for bus accidents, including providing support to students and staff.
Note: Important points made are: preparedness of the school; coordination of efforts with
community agencies, access to information for parents; responsible immediate action taken
by school representatives (including those in positions of authority); and support provided
for students at the school.
Example 2: Fight/Death of Student (off campus, after hours)
A fight involving two eleventh-grade students occurred a block from campus at 7:00 PM last
night. The incident resulted in the fatal shooting of one of our students. Police are
investigating and no more is known at this time, but police on conducting an ongoing
investigation.
Our school's Emergency Management Team went into action immediately following the
incident and the following actions have been taken: 1) Our Emergency Team met last night
and planned a staff meeting before the school day. 2) We notified staff of the meeting using
our Telephone Tree. 3) Crisis counseling for students is being provided by Central Office
and community resources; 4) A review of our school weapons policy is underway and
school security is on alert for potential related violence.
Note: Important points are: Even though the incident occurred off campus, after hours, the
school still has a responsibility to act; the incident is coupled with a re-statement of the
district weapons policy; the school demonstrates it is able to handle emergencies by
convening an Emergency Management Team meeting, by drawing on community
resources, and by providing (or accessing) crisis counseling to the students.
Chapter 2, Communication - 8
School-Centered Emergency Management and Recovery - KCCRB
H. Sample letter to parents
Dear parents,
As you may or may not be aware, our school (or district) has recently experienced
(specify event, whether death, fire, etc.) which has deeply affected us. Let me briefly review
the facts (give brief description of incident and known facts).
We have implemented our school's Emergency Management Plan to respond to the
situation and to help our students and their families. Students and staff will react in different
ways to emergencies of this nature, so it will be important to have support available to assist
students in need. Counselors are available in the school setting to assist students as they
express their feelings related to (the specific event). We have included a reference sheet to
help you recognize possible reactions you may observe in your child. If you feel your child
is in need of special assistance or is having a great deal of difficulty coping with (the loss,
disaster, etc.), please do not hesitate to call.
While it is important to deal with grief, loss, anger and fear reactions, we believe it is
essential to resume as normal a routine as possible regarding school activities. The
following modifications in our school's regular schedule will be in effect during (specify
dates), and after that time all regular schedules and routines will resume. (Specify needed
information such as memorial services, possible changes in classroom locations, alterations
school operating hours, etc.).
Thank you for your support of our school system as we work together to cope with
(specify event). Please observe your child closely over the next several days and weeks to
watch for signs of distress which may indicate a need for additional support and guidance.
Please feel free to call if you have any concerns or questions regarding your child, or steps
being taken by the school to address this (loss, tragedy, etc.).
Sincerely,
(Principal Name)
(Phone)
Chapter 2, Communication - 9
School-Centered Emergency Management and Recovery - KCCRB
Chapter 3:
CREATING THE
DISTRICT-LEVEL
PLAN
A. Introduction
The superintendent or designee is responsible for overseeing
ongoing activities in emergency preparedness, response and
recovery. Under his/her direction, the school district should form a
district-level team to review the contents of this guide, and to
modify it for local use.
Depending on the size and unique characteristics of each district,
throughout the guide the district team will need to update local
school district job titles using appropriate local terms, and will need
to list appropriate local phone numbers and community agencies.
Upon completing the revision of this guide, the District Support
Team’s role changes to that of support. The District Support Team
functions to assist schools in the coordination and allocation of
needed resources when the need imposed by the current situation
exceeds the school’s normal resources.
Chapter 3, District Planning - 1
School-Centered Emergency Management and Recovery - KCCRB
B
Forming the District Level
Support Team
Suggested steps for Team formation:
1. Superintendent or designee communicates with selected
staff in key district roles to recruit them to serve on the
district team.
2. Superintendent or designee creates list of staff, making
sure all major areas of need are addressed, including:
 Superintendent
 Director of security or law enforcement
 Director of building and grounds
 Director of maintenance
 Director of transportation
 Director of supply services
 District secretary or receptionist
 Director of community or public relations
 Director of risk management and safety
 School psychologists and social workers
 Personnel with areas of expertise (i.e., CPR, first
aid, etc.)
3. An initial meeting is held with potential team members to
discuss what will be expected for team membership and
to outline steps for planning and implementation.
4. District-level team identifies possible community
agencies and individuals to assist in district planning,
such as:
 Police Department, Fire Department
 Emergency Medical Services
 Social Service Agencies (Child Welfare, Juvenile
Justice)
 City/county government
 Local hospitals, medical & mental health
professionals
 Local/regional emergency management agency
 Business representatives
 Clergy, Parents
 Local American Red Cross
 Etc.
Chapter 3, District Planning - 2
School-Centered Emergency Management and Recovery - KCCRB
5. Meetings are held to formally establish the District
Support Team, and to begin the process of adapting this
guide to become the district model Emergency
Management Plan (initial meetings may include district
personnel to organize district efforts; then may broaden
include community stakeholders).
6. As much as possible, formalize interagency agreements
with Memoranda of Agreements (MOA), letters of
support, etc. (samples available at the Kentucky Center
for School Safety web site: www.kysafeschools.org.)
7. Initially, meet as often as needed to review portions of
this guide to modify for local use. Have each team
member review specific areas which pertain to their area
of expertise (for example, local police and school security
review protocols and actions which may involve a
security response).
8. When the adaptation of this guide is completed, schedule
a “kick-off” presentation or training for school
administrators to begin the process of school-level
planning.
9. Ongoing, hold regular team meetings throughout the
school year (every 1-2 months) to assist schools in
school-level planning, to review school-specific plans,
and to address ongoing issues as they arise (which may
include local, state or national issues that may affect the
district). Small communities may wish to have all
participants in the same meetings, larger districts may
need to form smaller task forces to accomplish specific
tasks.
10. Schedule drills, practice and annual reviews (it is
generally a good idea to establish a standard meeting
time (e.g., 2nd Monday every other month, etc.)
Chapter 3, District Planning - 3
School-Centered Emergency Management and Recovery - KCCRB
C. Checklist for District Planning
Under the direction of the superintendent or designee, each district is to complete the
following according to its unique needs and circumstances. Each District Support Team
should comprise a variety of school employees, as well as community representatives and
stakeholders.
 Designate a single “lead contact” for orchestrating district level planning
 Have each team member read or become familiar with this SchoolCentered Emergency Management and Recovery Guide
 Complete the following:
D. District Support Team Emergency Numbers
E. Local / Regional Emergency Response Numbers
F. Hazards of the Area (part 1)
G. Hazards of the Area (part 2)
H. Visitor Screening Policy (District Guidelines)
I. General Dismissal Procedures (District Guidelines)
 Review entire chapter entitled “Creating the School-Centered
Emergency Management Plan,” modify for local needs, titles,
circumstances
 Review Universal Emergency Procedures, modify for local needs
 Review Emergency Management Protocols, modify for local needs
 Coordinate district planning with local police, fire, emergency medical, and
other emergency responders (review lines of communication between
agencies, procedures for interagency collaboration, etc.)
 Prepare a district model Emergency Quick Reference Guide. Each
school will adapt the district’s model for individual use
 Establish a timeline and procedures for how the district will support
training for administrators and school-based teams (to prepare them to
conduct school-based planning)
 Establish a mechanism for individual schools to request assistance in
creating school-based plans, and to help mitigate identified hazards
 Designate a district level contact or liaison to monitor individual school’s
progress; create a mechanism for schools to submit updated plans on a
yearly basis
 Establish a regular meeting or planning schedule for the District Support
Team; determine who will attend these meetings (all stakeholders vs.
smaller task force approach)
Chapter 3, District Planning - 4
School-Centered Emergency Management and Recovery - KCCRB
D. District Support Team Emergency Numbers
Complete the form below to reflect your district’s offices, adding and deleting as necessary.
Include district office phone numbers, with appropriate local terminology for job titles,
positions, departments, etc. (Then delete this text.)
Title
Name – Location
Superintendent
Assistant superintendent
Director of security/law
enforcement
Director of maintenance
Director of transportation
Director of nutritional services
Director of supply services
Director of safety
Director of buildings and grounds
Director of special education
Director of student support
(counseling, soc. work, etc.)
Director for safe and drug free
schools
Director of health or medical
services
Director of public relations
Legal Counsel
Other
Other
Chapter 3, District Planning - 5
Numbers
School-Centered Emergency Management and Recovery - KCCRB
E. Local / Regional Emergency
Response Numbers
Complete the form below to reflect your district or regional emergency resources. List local
hospitals, emergency services, mental health crisis lines, social service agencies, American
Red Cross, regional / local emergency response agencies, etc. It is important in planning
stages to form interagency partnerships with law enforcement agencies, fire and rescue,
etc. in order to predetermine jurisdiction in the event of ongoing investigations.
Agency – Address
Name – Title
Kentucky Community Crisis Response Board
(KCCRB)
612-B Shelby St.
Frankfort, KY 40601
Chapter 3, District Planning - 6
Numbers
502-564-0131 – Office
888-522-7228 – Toll free
502-564-0133 – Fax
School-Centered Emergency Management and Recovery - KCCRB
F. Hazards of the Area (part 1)
It is vital to record the potential hazards for your geographic area and risks to your district so
you know what to expect and what to do to protect students and staff. It is essential to
understand that disasters have a cascading effect:
 Forest fires lead to debris flows, mudslide, grassfires and smoke/pollution
 Earthquakes cause fires, loss of water supply, structural damage
 Flooding blocks roads, damages property, and ruins food supply
 Tornadoes destroy buildings, cause fallen power lines
The District Support Team needs to consider what disasters, whether caused by natural
hazards or human/technological factors, could occur or have occurred in your region:
Natural
Hazards
Predictability and
Approx. Frequency
Warning
Time
Earthquakes
Severe weather,
tornados, lightning
Excessive rains, flash
floods, flooding
Dam failure
Mudslides
Windstorms
Snowstorms
Sinkholes
Grass or forest fires
Other
Other
Chapter 3, District Planning - 7
Comments or
Actions to Take
School-Centered Emergency Management and Recovery - KCCRB
G. Hazards of the Area (part 2)
The District Support Team needs to consider what other human/technological factors, could
occur or have occurred in your region:
Human or
Technological
Hazards
Predictability and
Approx. Frequency
Warning
Time
Bomb threat, or other
terrorism
Arson, fire
Riots
Air pollution, smog
alert
Water or food pollution
Hazardous material
spills
Nuclear or radiological
accident
Asbestos
Communication
systems failures
Water system
disruptions
Gas or electric
disruption
Transportation
systems disruptions
Airplane, airport
hazard
Railroad track, station
hazard
Other
Chapter 3, District Planning - 8
Comments or
Actions to Take
School-Centered Emergency Management and Recovery - KCCRB
H. Visitor Screening Policy
(In this section create, update or insert your district policy regarding Visitor Screening.
Ideally, the individual who is updating this Guide could type, or “cut and paste” the district’s
policy here, then delete the text below).
Points to consider:

Outdoor and exit door signs to direct all visitors to the entrance
they are to enter.

Utilize positive welcoming signs.

It is ideal if all visitors pass through an office area that offers
verbal and visual contact with staff.

All visitors sign-in and receive a sticker or other badge.

Designate staff to provide verbal face-to-face contact to inquire
about the persons name, area or room to be visited, and nature
of the visit.

If person is new to the school or unsure of the room location, a
staff member may meet him/her or accompany him/her.

Visitors should return to sign out.

There should be no exceptions to the policy.

Involve and acquaint parents, parent-teacher organizations, etc.
with the policy and the need to know who is in the building.

All teachers and staff should know the policy.

All staff should be expected to question people without a badge
and ask them to check in with the office before proceeding to
the intended room.
Chapter 3, District Planning - 9
School-Centered Emergency Management and Recovery - KCCRB
I.
General Dismissal Procedures
(In this section create, update or insert your district policy regarding General Dismissal or
Release Procedures. Ideally, the individual who is updating this Guide could type, or “cut
and paste” the district’s policy here, then delete all unnecessary text).
This page applies to regular dismissal (or routine early dismissal), NOT release procedures
during an emergency. Emergency release procedures will need to be determined at each
school according to geographic area, roadways, alternate sites available, etc.
Points to consider:
1. Students shall be released according to the written instructions provided
by the custodial parent/guardian.
2. Instructions shall be requested at the time the student registers/enrolls for
the school year and shall include:
a. Student’s regular mode of transportation at the end of the day
b. A list of persons, in addition to the custodial parent/guardian, who
are authorized to pick up the child from school
3. Any deviation from the authorized release process must be approved by
the principal/designee prior to the student departing school in another
manner.
4. It shall be the responsibility of the custodial parent/guardian to notify the
school in writing if release instructions are to be revised. If written
instructions are not provided to the school the student shall only be
released to ride home on the assigned bus or with the custodial
parent/guardian.
5. If the student is to be picked up early, the parent/guardian or designee
shall report to the principal’s office and sign for the student’s release.
6. Each school shall maintain a daily entry/exit log of students signing in late
or signing out early and shall require proof of identification from individuals
(visual identification by an employee, driver’s license, picture identification,
etc.) to assure that they are authorized to pick up the student.
7. Those students who are not on record as being under the care or control
of a parent/guardian may sign for their own dismissal.
EXCEPTIONS: A student may be released to a person with lawful authority to take custody
of the student, e.g., a police officer with a warrant. In such cases, the student’s parent shall
be notified at the earliest opportunity. In addition, the Board authorizes emergency release
of students for illness or other bona fide reasons, as determined by the principal.
Chapter 3, District Planning - 10
School-Centered Emergency Management and Recovery - KCCRB
Chapter 4:
CREATING THE
SCHOOL-CENTERED
EMERGRENCY
MANAGEMENT PLAN
A. Introduction
This chapter is designed to provide a practical step-by-step
approach to forming an Emergency Management Plan. It
addresses issues from team formation through submission of the
plan to the superintendent’s office. The first step in creating the
Emergency Management Plan is forming the Emergency
Management Team. As introduced earlier, the team should
represent the diverse training and expertise of the school
community.
After the team is formed, the next step is for each team member to
review this manual in its entirety, then, using the forms provided in
this chapter, create the Emergency Management Plan. Next, the
Emergency Management Team should conduct a presentation at a
faculty/staff meeting to update the entire staff regarding Universal
Emergency Procedures, Emergency Management Protocols,
Emergency Management Team assignments specific roles, etc.
Finally, the team will submit a copy of the plan to the
Superintendent’s Office.
Using this guide (as adapted by your District Support Team) as a
starting point, each school and school support building is to
establish an Emergency Management Team and is to develop (or
update) a School-Centered Emergency Management Plan to
include:


Clearly defined staff roles/responsibilities (an Emergency
Management Team, Incident Command System, etc.)
Procedures for emergency evacuation, administering first
aid, etc.
Chapter 4, School Planning - 1
School-Centered Emergency Management and Recovery - KCCRB






Setting up a “Command Post”
Establishing potential staging areas
Student accounting and release procedures
Assembly Areas
Guidelines for communication with the media
Establishing primary and back-up methods for
communication (within school, with Central Office,
and with parents and community)
Each Emergency Management Plan shall be updated yearly and
submitted to the Superintendent’s Office, and shall reflect the
actions required by all involved parties to minimize loss of life and
injury to persons and property.
The school principal is responsible for supervising, monitoring
and organizing the development of the school emergency plan.
Further, the principal is responsible for arranging a faculty/staff
meeting within one month of the beginning of the school year to
review the school’s plan and update staff regarding new
procedures.
Chapter 4, School Planning - 2
School-Centered Emergency Management and Recovery - KCCRB
B. Forming the School-Centered
Emergency Management
Team
The school principal or facility director is responsible for
overseeing the formation of the Emergency Management Team
and is the designated leader. Certain positions in the school lend
themselves to team membership. Those include: counselor, nurse,
secretary, custodian, social worker, teachers in various specialty
areas, cafeteria manager, school psychologist, staff with special
knowledge or training, and staff in strategic locations in the building.
Each of these individuals has unique knowledge in areas ranging
from mental and physical health to students with special needs, and
from access to building plans to knowledge of community
resources.
Depending on the size and needs of the school, an emergency
team could have any number of staff ranging from approximately 6
to 12, depending on the size of the facility. Although these staff
members make up the formal Emergency Management Team, it
should be made clear to all staff that each will have a role in the
implementation of effective emergency management protocols, and
each is responsible for addressing the immediate safety needs of
students in their care.
Suggested steps for Team formation:
1. Principal/facility director communicates with all staff
identifying specific needs, and requesting volunteers to
serve on the Emergency Management Team (see Staff
Skills Inventory).
2. Principal/facility director or designee creates list of
interested staff, making sure all major areas of need are
addressed, including:
 Physical/medical needs
 Emotional/mental health needs
 Students with special needs
 Staff from all areas of the building (different floors,
wings, out-buildings, etc.)
 Staff with knowledge of transportation needs
 Staff with knowledge of the building floor plan,
locks, etc.
 Staff with ability to convey information to the
media
 Staff with knowledge of community resources
Chapter 4, School Planning - 3
School-Centered Emergency Management and Recovery - KCCRB
3. A meeting is held with potential team members to discuss
what will be expected for team membership.
4. Principal/facility director or designee follows-up with all
staff to update on Team formation, and to fill in areas
where deficits exist (NOTE: Although an individual may
seem “perfect” for a role, no one should be required to
have a primary position on an emergency team if he/she
does not feel capable of fulfilling his/her duties in time of
need).
5. An initial meeting is held to formally establish the
Emergency Management Team, and to begin the
process of developing the school’s Emergency
Management Plan (using forms on the following pages).
6. Conduct a formal presentation during a staff/faculty
meeting at the beginning of each school year.
7. Hold regular team meetings throughout the school year
(every 1-2 months) to review protocols and ongoing
issues as they arise (may include local, state or national
issues that may affect the school).
8. Set dates to conduct orientation, review, updates, of plan.
Chapter 4, School Planning - 4
School-Centered Emergency Management and Recovery - KCCRB
C. Checklist for Plan Development
Under the direction of the principal, each school is to complete the following according to its
unique needs and circumstances.
 Have each team member become familiar with this School-Centered
Emergency Management and Recovery Guide
 Complete the following:
J. Cover Page
K. Staff Skills Inventory
L. Emergency Management Team Assignments
M. Teacher Survey: Students Needing Special Assistance
N. Classroom and Building “Hazard Hunt”
O. Students Special Assistance: Master List
P. Classroom and Building “Hazard Hunt” Master List
Q. Assembly Area (outdoors)
R. Alternate Building Location (walking distance)
S. Alternate Building Location (requiring transport)
T. Student Accounting and Release
U. Orientation and Training Schedule
V. Drill Schedule and Log
 Create an Emergency Team “Toolbox” using checklist provided (Q)
 Adopt Visitor Screening Policy consistent with local board policy
 Adopt General Dismissal Procedures consistent with board policy
 Review the Emergency Management Protocols (“Response” section);
make necessary modifications for school-specific needs (using feedback
from Staff Surveys and Emergency Team input, local or district phone
numbers and titles, etc.)
 Review and update Severe Weather Safe Area for each room of building
 Review and update Shelter in Place plan for each room of building
 Prepare your school’s Emergency Quick Reference Guide (final 2-side
form to be modified)
 Provide Emergency Quick Reference forms to all staff members
 Establish a schedule and procedures for orientation, training, and
practicing (suggestions for Orientation, Tabletop Exercise, Drill, Functional
Exercise, Full-Scale Exercise found in the introduction of this guide)
 Submit the school’s plan to the superintendent or designee (include
Cover page, and completed Form D, Form F, and Forms I through P).
 Practice the plan as scheduled, update the plan at least yearly
Chapter 4, School Planning - 5
School-Centered Emergency Management and Recovery - KCCRB
D. Cover Page for School-Centered Plan
Each school is responsible for creating and updating its School-Centered Emergency
Management and Recovery Plan on a yearly basis. This cover page should accompany the
school’s completed plan according to the guidelines established by the District Support
Team. The school principal needs to sign this cover prior to submitting the plan to the
central office.
School-Centered Emergency
Management and Recovery Guide for:
(School Name Here)
Principal Signature
Date
Chapter 4, School Planning - 6
School-Centered Emergency Management and Recovery - KCCRB
E. Staff Skills Inventory (for
Emergency Management
Planning)
Staff: As part of the development of our School-Centered Emergency Management Plan, and in
accordance with district policy, please complete the following survey and return to the administration
office. The information provided will be used to help design and update our Emergency
Management Plan in order to be fully prepared for an emergency situation should one arise.
NAME:
ROOM
I. Emergency response:
Please check any of the following areas in which you have training or expertise:
First aid
CPR
Emergency medical
Search & rescue
Hazardous materials
Media relations
Counseling/mental health
Firefighting
Incident debriefing
Explain or clarify items checked, if needed
II. Special Considerations: Please check and list special skills or resources you feel would
be an asset in an emergency situation. Explain items checked:
Multilingual, list language(s)
Experience with disabilities
Ham radio or CB radio experience
Knowledge of community resources
Other knowledge or skills
Other knowledge or skills
Check if you have a cell phone that could be used in an emergency
Check if you have a 2-way radio that could be used in an emergency
III. Emergency Team Membership
Each school is to form an Emergency Management Team to provide leadership and
direction in response and recovery activities related to emergency management.
Please check here if you are interested in becoming a member of our school’s
Emergency Management Team
Chapter 4, School Planning - 7
School-Centered Emergency Management and Recovery - KCCRB
F. Emergency Management Team Assignments
In general, Incident Command System (ICS) or Emergency Management Team roles should
be a logical, reasonable parallel to day-to-day work assignments. Complete the form below
to reflect your school Emergency Management Team assignments. Descriptions of roles
and responsibilities for each assignment are provided in Chapter 1, Introduction.
Title
Name
Location & Numbers
Incident Command:
Principal
Safety Official:
Security, Law Enforcement
Public Information Official:
Media Liaison
Liaison Official:
Liaison to Outside Agencies
Planning/Intelligence:
Situation Analysis
Operations:
Student Accounting &
Release
Operations:
Facility & Environmental
Operations:
First Aid, CPR, Medical
Operations:
Crisis Intervention &
Response
Operations:
Food, water, sanitation
Logistics:
Communications
Logistics:
Supplies
Administration & Finance:
Documentation
Chapter 4, School Planning - 8
Alternate Name
Location & Numbers
School-Centered Emergency Management and Recovery - KCCRB
G. Teacher Survey: Students
Needing Special Assistance
Instructions: Teachers are to fill in the name of any student in their class who will require
special assistance in the event of an emergency (considering a variety of emergency
conditions which may alter needs, such as severe weather, evacuation needs, hazardous
materials, etc.):
STUDENT NAME
ASSISTANCE NEEDED
SIGNATURE:
ROOM
Chapter 4, School Planning - 9
School-Centered Emergency Management and Recovery - KCCRB
H. Classroom and Building
“Hazard Hunt”
ALL STAFF Instructions: The Emergency Management Team is interested in identifying
any special circumstances which exist in our school or near our campus which present
unique problems or potential risk to persons or property. These may include materials used
in classes, issues specific to your location in the building, situations which may impede
evacuation from the building, community issues (factories, airport, water plant,
rivers/streams), etc. Please describe any such potential hazards below, and actions
requested to mitigate:
Potential Hazard
Action Requested to Mitigate the Hazard
SIGNATURE:
ROOM
Chapter 4, School Planning - 10
School-Centered Emergency Management and Recovery - KCCRB
I.
Students Needing Special
Assistance MASTER LIST
Using the information from individual Teacher/Staff Survey forms, the Emergency
Management Team maintains a master list of students needing special assistance in the
event of an emergency (make copies of this sheet as necessary):
STUDENT NAME
ASSISTANCE NEEDED
AND INDIVIDUAL TO PROVIDE ASSISTANCE
Chapter 4, School Planning - 11
School-Centered Emergency Management and Recovery - KCCRB
J. Classroom and Building “Hazard Hunt”
MASTER LIST (and Mitigation Plans)
Each Emergency Management Team is required to identify circumstances unique to its
school/campus/facility that present unique risks to persons or property. These may include
materials used within the building, potentially troublesome evacuation routes, dangers due
to geographic location, proximity to potentially hazardous buildings in the community, issues
related to sharing a campus with another school, etc.
Using information from “Classroom and Building ‘Hazard Hunt”” forms, as well as insights
from Emergency Management Team members, list below any specific risks or potential
hazards needing special consideration and plans to address them (copy form as needed):
Potential Hazard
Action Taken (or planned) to
Mitigate the Hazard
Chapter 4, School Planning - 12
School-Centered Emergency Management and Recovery - KCCRB
K. Assembly Area (Outdoors, for Standard
Evacuation)
Use the following worksheet to plan for evacuation from the building to an on-site, or near-site
Assembly Area (e.g., on-site football field). The Assembly Area should minimize exposure of
students to dangers or hazards around the school.
1.
Examine floor plans and maps for your school grounds and surrounding
neighborhood. Determine primary and secondary exits for each room in the building.
Consider factors such as: gas, sewer, power lines; chain link fences (electrical hazard);
facilities containing toxic or radioactive material, water towers, multiple story buildings
(vulnerable to collapse), transformers, balconies (which may fall from buildings), etc.
1. Designate each of the following in the Assembly Area:
Command Post
Access for emergency vehicles
Student assembly areas (by grade level or team, etc.)
First aid area
Heliport landing area for air medical (if traffic gridlock
prevents vehicular access)
Psychological first aid area
Student release
Media area
Potential morgue
2. Place copies of floor plans and evacuation routes, highlighted as
appropriate, in this section of the guide, and post throughout the building.
3. Communicate Student Accounting and Release procedures to parents.
Chapter 4, School Planning - 13
School-Centered Emergency Management and Recovery - KCCRB
L. Alternate Building Location: Walking Distance
In inclement weather, in may be necessary to move students to an Alternate Building
Location rather than using the typical Outdoor Assembly Area. Use the following worksheet
to plan for evacuation from the building to an off-site building location within walking
distance from the school. Coordinate your planning with Central Office, other schools, etc.
1. Examine maps and site plans for possible Alternate Building Location in
the immediate vicinity of the school property.
2. Consider factors such as roadways, waterways, power lines, metal fences,
utilities, etc., and select routes that minimize exposure to area hazards.
3. Coordinate planning with nearby schools, community centers, businesses,
churches, etc. to establish relationships for Alternate Building Location.
4. Designate each of the following:
Alternate Building Location
Lead Contact / Phone
(Address)
Secondary Location
Lead Contact / Phone
(Address)
USE SPACE BELOW for any special planning needs, routes, alternate routes, or for
coordinating your school’s plan with other schools or buildings on the same campus.
Chapter 4, School Planning - 14
School-Centered Emergency Management and Recovery - KCCRB
M. Alternate Building Location: Requiring Transport
Use the following worksheet to plan for evacuation from the building to an off-site building
location requiring transport from the school. Coordinate your planning with Central Office,
other schools, etc.
1. Contact Director of Transportation in Central Office to coordinate and plan
for transporting students and staff to an Alternate Building Location.
Examine local area maps for primary and secondary roadways to
transport students and staff to an Alternate Building Location.
2. Consider factors such as roadways (for potential traffic “gridlock”),
waterways, power lines, metal fences, utilities, etc., and select routes that
minimize exposure to area hazards.
3. Coordinate planning with other schools, community centers, businesses,
churches, etc. to establish reciprocal relationships for Alternate Building
Location (schools across town may serve as alternate site for each other).
4. Designate each of the following:
Alternate Building Location
Lead Contact / Phone
(Address)
Secondary Location
Lead Contact / Phone
(Address)
USE SPACE BELOW for any special planning needs or for coordinating your school’s plan
with other schools or buildings on the same campus.
Chapter 4, School Planning - 15
School-Centered Emergency Management and Recovery - KCCRB
N. Student Accounting and Release
Each school needs to establish a specific plan for student accounting and release. Use the
following worksheet to describe how your school will account for students and staff in the
building in the event of an evacuation. Teachers must carry roll books, grade books, or
student attendance sheets when exiting the building during an evacuation. A staff roster
should also be available to take during an evacuation.
1.
List below steps or procedures staff will take to assure student or staff accounting
(i.e., teachers report to team leader, who reports to “Student Accounting and Release”
member of the school’s Emergency Management Team, who reports to principal):
2.
What procedures will be in place to release students to parents, guardians, or other
designated adults during an emergency?
Chapter 4, School Planning - 16
School-Centered Emergency Management and Recovery - KCCRB
O. Orientation and Training Schedule
Annually, each school should prepare a schedule of orientation and training events. Use
the worksheet below to outline a schedule for training events, drills, etc.
Month
Training Event and Who
is to be Trained
Person
Responsible
July
August
September
October
November
December
January
February
March
April
May
June
Chapter 4, School Planning - 17
Comments
School-Centered Emergency Management and Recovery - KCCRB
P. Drill Schedule and Log
Use the following worksheet to plan drills for your school. Submit a copy of the schedule
with your school’s plan, and use the original to document drills when they actually occur.
Fire Drills: Two fire drills in the first month of school, and one per month each following month.
Monthly
Date
Weather
Number of
Evacuation
Comments,
Schedule
Conducted
Conditions
Occupants
Time
Notes
1st:
1st:
2nd:
3rd:
4th:
5th:
6th:
7th:
8th:
9th:
10th:
11th:
12th:
Earthquake Drills: Two each year.
Date
Date
Number of
Scheduled Conducted
Occupants
Response
Time
Comments, Notes
1st:
2nd:
Severe Weather Safe Area: Twice each year, including one in March
Date
Date
Number of
Response
Comments, Notes
Scheduled Conducted
Occupants
Time
1st:
March:
Other Drills or Practice: Such as Lockdown, Shelter in Place, Intruder, Bomb Threat, etc.
Date
Date
Event
Comments,
Scheduled Conducted
Scheduled
Notes
Chapter 4, School Planning - 18
School-Centered Emergency Management and Recovery - KCCRB
Q. Emergency Team “Toolbox”
Each school’s Emergency Management Team is to develop a “toolbox” to have available for
use during an emergency situation. Items in the toolbox should not be used for anything
other than emergency preparedness training activities. A member of the Emergency
Management Team should be assigned to keep the toolbox updated (change batteries,
update phone numbers, etc.). The toolbox should be portable and readily accessible for
use in an emergency.
 Copies of the all forms completed in the development of the
school or facility Emergency Management Plan (Chain of
Command, Students Needing Assistance, etc.)
 Map of building(s) with location of Exits, Phones, First Aid Kits,
Assembly Areas
 Blueprints of school building(s), including utilities
 Videotape of inside and outside of the building and grounds
 Map of local streets with evacuation route (Alternate Building
Location requiring Transport)
 Flash lights
 First aid kit and latex gloves
 Faculty/staff roster (including emergency contacts)
 Student roster (including emergency contacts for parents
 Master schedule
 Two-way radios and/or cellular phones available
 Battery powered radio and spare batteries
 Several legal pads and ball point pens
 Grease boards and markers (or dry erase boards)
 White peel-off stickers and markers (for name tags)
 Local telephone directory
 Lists of the district personnel’s phone, fax, and beeper numbers
 Lists of other emergency phone numbers
 Other
 Other
 Other
Chapter 4, School Planning - 19
School-Centered Emergency Management and Recovery - KCCRB
Part 2
Response
“Act well at the moment, and you will have
performed a good action for all eternity.”
(John Caspar Lavater)
Chapter 5, Emergency Protocols - 1
School-Centered Emergency Management and Recovery - KCCRB
Chapter 5:
EMERGENCY
MANAGEMENT
A. Universal Emergency
Procedures: Introduction
Universal Emergency Procedures are a set of standard, clear
directives that may be implemented across a variety of emergency
situations. When an emergency begins, the principal, as Incident
Commander, will decide which Universal Emergency Procedures to
implement, based on the situation.
There are six basic procedures which can be utilized in responding
to various emergencies:
A.
B.
C.
D.
E.
F.
Evacuation
Reverse Evacuation
Severe Weather Safe Area
Shelter in Place
Lockdown
Drop, Cover, and Hold
(Adapted from FEMA, 1999 and Henniker Community School, 2000)
Chapter 5, Emergency Protocols - 2
School-Centered Emergency Management and Recovery - KCCRB
B. Universal Emergency Procedures
A. Evacuation (For use when conditions
B. Reverse Evacuation (For use when
outside are safer than inside)
When announcement is made or alarm sounded:
 Take the closest and safest way out as
posted (use secondary route if primary route
is blocked or hazardous)
 Take roll book for student accounting
 Assist those needing special assistance
 Do not stop for student/staff belongings
 Go to designated Assembly Area
 Check for injuries
 Take attendance; report according to Student
Accounting and Release procedures
 Wait for further instructions
conditions inside are safer than outside)
When the announcement is made:
 Move students and staff inside as quickly as
possible
 Assist those needing special assistance
 Report to classroom
 Check for injuries
 Take attendance; report according to Student
Accounting and Release procedures
 Wait for further instructions.
C. Severe Weather Safe Area (For use in
D. Shelter in Place (For use in external gas or
severe weather emergencies)
When announcement is made or alarm sounded:
 Take the closest, safest route to shelter in
designated safe areas (use secondary route
if primary route is blocked or dangerous)
 Occupants of portable classrooms shall move
to the main building to designated safe areas
 Take roll book for student accounting
 Take attendance; report according to Student
Accounting and Release procedures
 Assist those needing special assistance
 Do not stop for student/staff belongings
 Close all doors
 Remain in safe area until the “all clear” is
given
 Wait for further instructions
chemical release)
When the announcement is made:
 Students are to be cleared from the halls
immediately and to report to nearest
available classroom or other designated
location
 Assist those needing special assistance
 Close and tape all windows and doors and
seal the gap between bottom of the door and
the floor (external gas/chemical release)
 Take attendance; report according to Student
Accounting and Release procedures
 Do not allow anyone to leave the classroom
 Stay away from all doors and windows
 Wait for further instructions
E. Lockdown (For use to protect building
F. Drop, Cover and Hold (For use in
occupants from potential dangers in the building)
When the announcement is made:
 Students are to be cleared from the halls
immediately and to report to nearest
available classroom
 Assist those needing special assistance
 Close and lock all windows and doors and do
not leave for any reason
 Cover all room and door windows
 Stay away from all doors and windows and
move students to interior walls and drop
 Shut off lights
 BE QUIET!
 Wait for further instructions
earthquake or other imminent danger to building
or immediate surroundings)
When the command “Drop” is made:
 DROP – to the floor, take cover under a
nearby desk or table and face away from the
windows
 COVER - your eyes by leaning your face
against your arms
 HOLD - on to the table or desk legs, and
maintain present location/position
 Assist those needing special assistance
 Wait for further instructions
Chapter 5, Emergency Protocols - 3
School-Centered Emergency Management and Recovery - KCCRB
C. General Emergency Intervention Checklist
Although each situation is different, the following is intended as a general listing of actions
to consider when faced with an emergency or critical incident.
 Take a deep breath, don't panic, verify information
 Activate school’s Emergency Management Team, Incident Command
System (ICS); activate and assign duties as needed:
 Safety Official (overall safety conditions of campus)
 Public Information Official (media relations, contact)
 Liaison Official (coordinate with outside agencies)
 Planning/Intelligence (incident time log, evaluate information)
 Operations (student accounting and release, facilities, medical,
crisis intervention & response, food and water)
 Logistics (communications and supplies)
 Administration/Finance (documentation, record keeping)
 Provide Determine whether to call 911, whether to implement
Universal Emergency Procedures, Emergency Management Protocols
 Notify and request assistance from the District Support Team to:
 Assist with planning for a response and implementing protocols
 Provide recovery support to students
 Set up a Command Post for communication and emergency management
 Bring “emergency toolbox” to Command Post (inside or outside)
 Hold emergency all-staff meeting (before and/or after school day) to:
 Advise staff of the known facts and provide written statement
 Support their concerns and emotions
 Provide classroom assistance if needed
 Outline schedule for the day; modify day's schedule if needed
 Identify resources available to teachers and students
 Establish contact with parents/family members of affected students to
offer support, to determine assistance needed, and (in the event of a
death) for information regarding visitation/funeral arrangements
 Inform closest friends of the affected student and provide support
 Prepare formal statement or announcement to students, parents and
media; provide statement to secretaries, staff, etc.
 Notify board of education members as appropriate
 Expand span of Incident Command System as needed, deactivate ICS
when activities are completed
 Review and implement “Recovery” activities
 Document actions taken, secure records as legal documents
Chapter 5, Emergency Protocols - 4
School-Centered Emergency Management and Recovery - KCCRB
D. Emergency Management Protocols
(Alphabetical Index)
Protocols

Accidents at School ................................................................. Emergency Protocols–6

AIDS / HIV Infection ................................................................. Emergency Protocols–7

Aircraft Emergency .................................................................. Emergency Protocols–8

Allergic Reaction...................................................................... Emergency Protocols–9

Assault ................................................................................... Emergency Protocols–10

Bomb Threat (2 page section) ............................................... Emergency Protocols–11

Bus Accident.......................................................................... Emergency Protocols–13

Chemical Material Spill .......................................................... Emergency Protocols–14

Death or Serious Illness ........................................................ Emergency Protocols–15

Earthquake ............................................................................ Emergency Protocols–16

Fire ........................................................................................ Emergency Protocols–17

Gas Leak ............................................................................... Emergency Protocols–18

Hostage Situation .................................................................. Emergency Protocols–19

Kidnapping............................................................................. Emergency Protocols–20

Poisoning ............................................................................... Emergency Protocols–21

Rape/Sexual Abuse ............................................................... Emergency Protocols–22

Suicide (6 page section) ........................................................ Emergency Protocols–23

Threat of Harm (8 page section) ............................................ Emergency Protocols–29

Trespasser/Intruder ............................................................... Emergency Protocols–37

Weapons ............................................................................... Emergency Protocols–38

Weather Related Emergency................................................. Emergency Protocols–39
Chapter 5, Emergency Protocols - 5
School-Centered Emergency Management and Recovery - KCCRB
Accidents at School
 Staff actions:
 Report accident to principal, office; call 911 if warranted
 Provide for immediate medical attention including performing necessary
life-sustaining measures (CPR, etc.), until trained Emergency Medical
Services arrives
 For relatively minor events, have students taken to office or school clinic
for assistance

 Principal or Team actions:
 Provide appropriate medical attention, call 911 if needed
 Complete appropriate documentation including (list district forms)
 Contact parents, guardians as appropriate to seek appropriate follow-up
services if needed

 Other suggested preventive/supportive actions:
 Post in the office or school clinic the names of building staff who have
completed first aid or CPR training
 Post general procedures in the clinic explaining when parents are to be
notified of minor mishaps
 Provide staff with a one-page list of emergency procedures in case of an
accident or injury on the playground or in the building (e.g., District First
Aid Manual, Bloodborne Pathogen Program)
 Provide in-service training in basic first aid for staff (utilizing the school
nurse or other trained health professional)
 Provide a standard location for placement of classroom emergency
procedures
 Provide each teacher with information about students in his/her classroom
having special medical or physical needs; such conditions might include
allergies, fainting, seizures, or diabetes; include procedures that the
teacher may follow in these specific emergencies

 Additional steps for our school/facility (if any):




Chapter 5, Emergency Protocols - 6
School-Centered Emergency Management and Recovery - KCCRB
AIDS / HIV infection
 Principal, Team, Staff:
 Exercise appropriate caution when informing others about an individual
with AIDS or HIV infection (i.e., don't panic and spread word
indiscriminately to everyone that an individual has aids or HIV infection.
This is confidential information)
 Make certain that those individuals who contact the child on a regular
basis know, and insist they maintain confidentiality. Those individuals
would include:
 Principal
 School nurse
 Teachers
 School secretary
 Unless directed by a physician otherwise, allow the individual unrestricted
school attendance and activities
 If a child does not have control of their bodily functions and body fluids, or
may bite others, their environment should be more restricted
 Tips for teachers:
 AIDS is not spread through casual contact. It is only spread through
sexual contact or through blood or other body fluids
 Daily activities (including sports and classroom functions) should not be
altered unless contact resulting in cuts or injury is common or expected
 If a child cuts themselves and is bleeding take the following actions:
 Put on clean latex gloves
 Clean the wound with antiseptic cleaner
 Bandage the wound securely
 Dispose of any blood contaminated items by placing them securely in two
plastic bags and disposing of them
 Clean any blood spills up with appropriate cleaning solution

 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 7
School-Centered Emergency Management and Recovery - KCCRB
Aircraft Emergency
Aircraft Crash Into Building:
 Staff Actions:



Notify Principal
Move students away from immediate vicinity of crash
 Principal, Team:
 Call 911
 Notify District Support Team, Central Office
 Determine whether to implement evacuation procedures
 Students and staff should be assembled in an area as far from the crash
scene as possible and should be up-hill and up-wind from the crash
 Provide for first aid, treatment and removal of injured occupants from
school buildings
 Account for all building occupants and determine extent of injuries
 Wait for instructions; you will be advised when it is safe to re-enter the
building

Aircraft crash near school site but no damage to building:
 Staff Actions:



Notify Principal
Move students away from immediate vicinity of crash
 Principal, Team:
 Call 911
 Initiate Shelter in Place plan if warranted
 All students and staff should remain in the buildings; any students or staff
outside should initiate Reverse Evacuation or go to designated area until
further instructions are received
 No evacuations should occur unless subsequent explosions or fire
endanger the building

 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 8
School-Centered Emergency Management and Recovery - KCCRB
Allergic Reaction
 Possible Symptoms:
 Skin irritation or itching, rash, hives, nasal itching or sneezing, localized
swelling, swollen tongue
 Restlessness, sweating, fright, shock
 Shortness of breath, vomiting, cough, hoarseness

 Staff First Actions:
 If imminent risk, call 911
 Send for immediate help (Operations: First aid, CPR, medical) and
medication kit (for known allergies)
 Assist in getting “Epi pen” (Epinephrine) for individuals who carry them
(usually in backpack), and prescription medications (kept in office)
 If an insect sting, remove stinger immediately
 Notify principal
 Assess situation help student/employee to be comfortable
 Move only for safety reasons

 Principal, Team:
 Call 911, depending on circumstances
 Notify parent or guardian
 Administer medication, by order of a doctor, if appropriate; apply ice pack
to affected area, keep victim warm or take other actions as indicated
 Observe for respiratory difficulty
 Record on an attached label: time & site of insect sting or food ingested,
name of medicine, dosage & time administered

 Preventive/Supportive Actions:
 Emergency health card should be completed by parents for each child,
and should be easily accessible by school personnel
 Bus drivers should have emergency sheets for all known acute reactors
 Encourage employees with special health considerations to alert building
director and work associates of any difficulties and possible remedial
actions

 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 9
School-Centered Emergency Management and Recovery - KCCRB
Assault
When student(s) or staff have been assaulted use the following
guidelines:
 Staff observing the incident:







Report to school principal the type and number of injuries and if assailant
is still in area
Give a good description of the assailant (clothing, height, etc.)
Give location of the assault
If assailant has left the building on foot give direction of travel
If assailant leaves in a vehicle, give description of vehicle, license number
and direction of travel
Administer first aid, and get medical attention if needed
 Principal, Team:
 Call 911 if warranted, or notify school law enforcement
 Give type and number of injuries
 Advise if assailant is still in building or on the property
 Give description of assailant
 Give direction of travel and type of vehicle
 If threat still persists determine whether to initiate Lockdown
 Notify District Support Team, Central Office as appropriate
 Document actions and complete incident reports

 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 10
School-Centered Emergency Management and Recovery - KCCRB
Bomb Threat
(2 page section)
In the event of a Bomb Threat to the school or facility:
 Staff Actions:


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




The person receiving the call should make every attempt to:
Prolong the conversation as much as possible
Identify background noises & voice characteristics
Engage the caller to give description of bomb, where it is, and when it is
due to explode
Determine the caller’s knowledge of the facility
AVOID HANGING UP THE PHONE (Use another phone to call authorities)
Complete the Bomb Threat - School Report (next page)
The person receiving the call will immediately alert the principal or person
in charge (without hanging up)

 Principal, Team:
 Call 911 and District Support Team
 Using standard procedures, evacuate the school immediately; NOTE:
modify evacuation routes if necessary based on possible location of bomb
 If what appears to be a bomb is found: DO NOT TOUCH IT; the police
department will take charge
 Turn off cell phones and DO NOT transmit with radios
 Leave the immediate environment as it is
 Avoid altering any electrical items or systems (DO NOT turn on or off
lights, DO NOT change thermostat, etc.)
 Avoid opening and closing doors
 Evacuate personnel at least 300 feet from the building; during inclement
weather and a possible prolonged search, move students to an Alternate
Building Location
 Check absentee list for possible clues to who might have phoned in the
bomb scare
 Follow standard student accounting and reporting procedures
 After an “all clear” by emergency personnel, return to class

 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 11
School-Centered Emergency Management and Recovery - KCCRB
BOMB THREAT - SCHOOL REPORT
(Completed by person receiving the call)
Date
Time of call
Bomb threat was received on telephone number
Exact language/wording used by the caller
Record the following information as provided:
What time is it set for?
Where is it?
What does it look like?
Why are you doing this?
What is your name?
Additional Information (check/fill in):
Gender:
Age:
Speech:
Speech:
Male
Adult
Normal
Slow
Female
Describe
Child
Describe/estimate age
Excited
Describe
Fast Describe
Did the caller have an accent? Describe:
Did you recognize the caller’s voice? Describe:
Background noises:
music
airplanes
other
traffic
typing
machine
children
Other Notes:
Person receiving call:
Name
Home Phone
Address
Notification:
School Principal
Time
Police
Time
Chapter 5, Emergency Protocols - 12
voices/talking
TV / radio
School-Centered Emergency Management and Recovery - KCCRB
Bus Accident
Each school should maintain a bus folder for each bus serving the school. This folder
should contain rosters, including an emergency telephone number for each student
assigned to ride the bus. The teacher in charge of a special activity trip should prepare trip
bus folders, one copy of the student manifest should be placed in the trip folder and a
second copy should accompany the teacher on the trip.
Bus drivers should have designated procedures for handling emergency situations. The
following protocol is intended to outline steps to be taken by school personnel should an
accident occur.
In the event of a Bus Accident:
 Staff at the Scene:





Call 911, if warranted
Call principal
School staff at the scene of a bus accident will help to implement basic first
aid until emergency medical services and/or law enforcement arrives and
takes charge of the emergency
School staff at the scene of a school bus accident will move all uninjured
students to a safe distance from the accident
The names of all injured students and the location to which they may be
taken for medical treatment will be provided to the school
 Principal, Team:
 Notify District Support Team, Central Office
 Ascertain the names of any injured students and the nearest location of
any medical treatment facility
 Parents/guardians of all students on the bus will be notified as quickly as
accurate information is available
 Designated school staff representative will proceed to any medical
treatment facility to which an injured student has been taken to assist
parents and to provide support to students, as appropriate
 Complete appropriate documentation
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 13
School-Centered Emergency Management and Recovery - KCCRB
Chemical Material Spill
Chemical accidents may originate inside or outside building. Examples include: toxic leaks
or spills caused by tank, truck, or railroad accident; water treatment/waste treatment plants;
industry or laboratory spills, etc.
Accidents originating outside the building:
 Staff actions:


Notify principal, team
Move students away from immediate vicinity of danger (if outside, reverse
evacuation)
 Principal, Team:
 Initiate Shelter in Place, shut off HVAC units
 Call 911, notify District Support Team, Central Office
 Do not leave the building unless instructed to do so; if you must evacuate
building or grounds, take care to avoid fumes
Accidents originating inside the building:
 Staff actions:


Notify principal
Move students away from immediate vicinity of danger
 Principal, Team:
 Check the Material Safety Data Sheet (MSDS) to determine the urgency of
situation
 Call 911 if warranted, notify District Support Team, Central Office
 Initiate evacuation plan; avoid the area where the chemical accident
occurred and any fumes which are present
 Follow standard student assembly, accounting and reporting procedures;
modify assembly area if needed to be up wind, up hill, and up stream from
the location of the spill
 Wait for instructions from the emergency responders
 Do not take unsafe actions such as returning to the building before it has
been declared safe, or lighting matches, candles, or other fires which could
cause a gas or electrical fire
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 14
School-Centered Emergency Management and Recovery - KCCRB
Death or Serious Illness
(off campus)
In the event of a reported Death or Serious Illness outside the
school setting:
 Staff actions:
 Notify principal
 Principal, Team:
 Verify the death/illness; if it is a death, contact the coroner’s office
 Protect the privacy of the family; the school neither gives nor confirms
information to the media or others without consent
 Notify District Support Team, Central Office
 Notify teachers prior to school by using a phone tree or during school prior
to notification of students
 Schedule a faculty meeting as soon as possible to: share the details that
are known, review procedure for the day, and to discuss the notification of
students, availability of support services and the referral process for
students needing assistance
 Contact the family or visit the home to offer condolence and support
 Allow students who wish to meet in guidance office or other appropriate
place to do so; students should be encouraged to report any other
students who might need assistance
 It may be necessary to designate multiple areas for crisis team/community
resource persons to meet with affected students
 Contact parents of those students who are affected by the crisis
 Notify the bus driver of the students involved in the accident or death
 Students who are extremely upset should have parents contacted to
determine appropriate support needed after leaving school
 Offer assistance to parents of impacted students
 If deemed necessary by building principal, at the end of the day a faculty
meeting may be called to disseminate additional information
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 15
School-Centered Emergency Management and Recovery - KCCRB
Earthquake
Because earthquakes can strike without warning, the immediate need is to protect lives by
taking the best available cover. All other actions must wait until the tremor subsides. If
persons are protected from falling objects, the rolling motion of the earth may be frightening
but may not dangerous.
 If inside:
 Initiate Drop, Cover and Hold
 If no cover is available, get against inside doorway or crouch against inside
wall and cover head; stay away from outside walls, windows or other
expanses of glass, potential falling objects
 Leave doors open to minimize jamming if the building shifts
 Do not attempt to run through building or outside due to risk of falling
objects; if in a room with no desks or furniture, get against inside wall or
inside doorway and crouch
 After initial shock, initiate Evacuation and standard student accounting
 If outside:
 Move quickly away from building and overhead electrical wires
 Lie flat, face down, and wait for shocks to subside
 Follow standard student accounting procedures
 Do not attempt to enter building until authorized to do so
 Do not light fires or touch fallen wires
 Be alert for instructions from principal
 Assembly Areas:
 Earthquake safe areas will be away from the building and overhead power
lines
 Keep everyone away from underground gas and sewer lines
 Call 911, District Support Team, Central Office
 In the event of after shocks, students shall be encouraged to remain calm
and stay sitting close to the ground
 Administer emergency first aid as needed
 Do not reenter building until given “all clear” from emergency response
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 16
School-Centered Emergency Management and Recovery - KCCRB
Fire
 In the event of a fire:
 Sound alarm
 Call 911, District Support Team, Central Office
 Implement Evacuation procedures to outside Assembly Area
 Implement plan for any students needing special assistance
 Follow standard student accounting procedures
 Do not reenter building until given “all clear” by emergency responders
 Determine if arrangements need to be made for transportation to Alternate
Building Location or if school is to be dismissed
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 17
School-Centered Emergency Management and Recovery - KCCRB
Gas Leak
All school personnel, including cafeteria managers and custodians, shall immediately report
any suspect gas leak to the principal.
 Staff actions
 Notify principal
 Move students from immediate vicinity of danger
 Principal, Team:
 If gas is internal, implement Evacuation procedures
 Call 911, District Support Team, Central Office
 Notify gas company
 Determine whether to move to Alternate Building Location
 If extended stay outdoors in inclement weather, contact transportation to
provide bus to transport students to partner school or shelter students on
buses
 Do not reenter building until given “all clear” by emergency responders
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 18
School-Centered Emergency Management and Recovery - KCCRB
Hostage Situation
 Staff Actions:
 Notify school principal
 Keep all students in their classrooms until further notice
 Principal, Team:
 Initiate Lockdown
 Call 911, District Support Team, Central Office
 Notify all students outside their classrooms (including those outside the
building) to report to the nearest safe classroom
 Under no circumstances shall the students be evacuated from the building
without approval and/or assistance
 If the hostage taker or armed person can be contained in one section of
the building, students should be moved from exposed areas of classrooms
to a safer part of the building
 As soon as possible, and only if it can be accomplished safely, a staff
member should be directed outside the building to warn approaching
visitors of the danger
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 19
School-Centered Emergency Management and Recovery - KCCRB
Kidnapping
Kidnapping or lost child, actions to take
 Staff actions:
 Notify the principal with description of suspect
 Move other children (if present) away from area of abduction

 Principal, Team:
 Call 911
 Notify District Support Team, Central Office
 Contact the parents of the child involved; establish a communication plan
with them
 Identify a team to work on the crisis; designate personnel to manage with
phone communications, etc., and other administrative staff to assist as
appropriate; if the incident occurs during the school day, classroom routine
should be maintained
 Provide a school picture and obtain a full description of the child (including
clothing) to assist the police
 Conduct immediate search of school building and grounds
 In cases of childnapping, obtain from witnesses a description of the
suspect
 When a child is found, contact the appropriate parties as needed
 Prepare an outline of the situation for staff; give factual information, as
appropriate, to allow them to respond to students’ questions
knowledgeably; prepare an appropriate notice for parents
 If appropriate, arrange for counseling assistance for students
 Call emergency staff meeting if necessary
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 20
School-Centered Emergency Management and Recovery - KCCRB
Poisoning
In the event of the poisoning or suspected poisoning of a student or an
employee:
 Immediate Actions:
 Call 911
 Call the Poison Center Hotline (1-800-722-5725)
 Administer first aid directed by poison information center
 Notify principal
 Utilize building personnel with knowledge of poisonous materials, first aid
training, etc.
 Notify parents
 Seek additional medical attention as indicated
 Preventive Measures:
 Keep poisonous materials in a locked and secure location
 Post the Poison Control Center emergency number in the front office,
school clinic, etc.
 Post the names of building personnel who have special paramedic, first aid
training, or other special lifesaving or life-sustaining training
 Provide staff with information on possible poisonous materials in the
building
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 21
School-Centered Emergency Management and Recovery - KCCRB
Rape / Sexual Abuse
When a school is notified that a rape or other sexual abuse may have occurred, the
Emergency Management Team, the District’s Support Team and the school must protect
the identity and right to privacy of the alleged victim and the alleged perpetrator. News of
the incident should be contained as much as possible. Appropriate response by school staff
will be directed at assisting the victim, addressing and minimizing the fear of fellow students,
and quelling the spread of rumors. Services provided to the victim and her/his family must
be kept confidential and should be coordinated with outside providers, such as a rape crisis
center, children’s advocacy center, or hospital emergency room.
 Rape / Sexual Abuse becomes a crisis to be managed by school
staff only when one or more of the following conditions exist:





A rape or other sexual abuse occurs on campus
A member of the alleged victim’s family requests intervention
The alleged victim’s friends request intervention
Rumors and myths are widespread and damaging
Students witness police action or emergency services response
 When one or more of the above conditions exists, the following
should be implemented:








Direct the person providing the information, and others who hear the
report, not to repeat it elsewhere in the school
Ensure the short-term physical safety of the student
The school nurse, counselor or other staff shall administer first aid and
secure immediate medical treatment
Notify appropriate law enforcement, and/or rape crisis center
Designate the school counselor or staff member closest to the alleged
victim to talk about the types of support he or she needs
Determine which peers close to the victim may need support
Take action to quell rumors
Store all records related to rape or other sexual abuse incident and
services provided in a confidential file
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 22
School-Centered Emergency Management and Recovery - KCCRB
Suicide (6 page section)
INTRODUCTION
Hinting, writing, or talking about suicide is a call for help, and must be taken seriously.
When confronted with a situation in which life-threatening behavior is present, immediate
mobilization of all appropriate resources is paramount. Under such conditions, commitment
to student confidentiality is superseded by the imperative for initiating life saving
intervention.
The guidelines which follow offer three (3) levels of suicide risk with students:
1)
Suicidal Threat or Ideation
2)
Suicide Attempt
3)
Suicide Completed
Do’s and Don’ts Regarding Suicidal Ideation

DO LISTEN to what the student is saying and take the suicidal threat seriously.

DO GET HELP by contacting a school counselor, psychologist, principal or other
appropriate resource. Never attempt to handle a potential suicide by yourself.

DO OBSERVE the student’s nonverbal behavior. Facial expressions, body language,
and other concrete signs often are often more telling than what the student says.

DO ASK whether the student is thinking about suicide. If the indication is “yes,” ask how
she/he plans to do it and what steps have already been taken. This will help you
determine how serious the threat is (if risk is imminent take immediate action).

DO ASSURE the person that you care and you will find help that will keep him/her safe.

DO STAY with the student, and if possible, assist with transfer to appropriate mental
health professional. The student has placed trust in you, so you must help transfer that
trust to another person.

DON’T leave the student alone for even a minute.

DON’T act shocked, allow yourself to be sworn to secrecy, or brush aside a threat.

DON’T let the student convince you that the crisis is over. Often the most dangerous
time is precisely when the person seems to be feeling better. Sometimes the student
may appear happy and relaxed simply because they have come to a decision (even if
that decision is suicide).

DON’T take too much upon yourself. Your responsibility to the student in a crisis is
limited to listening, being supportive and getting her/him to a trained mental health
professional/therapist.
Chapter 5, Emergency Protocols - 23
School-Centered Emergency Management and Recovery - KCCRB
Suicidal Threat or Ideation
In the event a staff member has reason to believe that a student is a
suicide risk or has made a suicidal threat they should:
 Staff actions:
 Keep the student under continuous adult supervision
 Notify the principal and the counselor, social worker, or school
psychologist, but do not leave the student alone
 Principal, Team:
 If, after meeting with the student, the counselor deems the situation to be
an emergency and believes the student to be in imminent danger, the
counselor or other mental health professional shall:
 Contact the student’s parents/guardians and make appropriate
recommendations for treatment
 If the student has a therapist, recommend that parents make an immediate
contact with that person or provide to the parents/guardians the names
and phone numbers of mental health resources (agencies, therapists,
hospitals, etc.)
 Have parents sign a release form to allow communication between the
school and the treating agency
 If the parent/guardian is unavailable or uncooperative regarding
emergency services, contact the Cabinet for Families and Children to
intervene on behalf of the student (potentially a medical neglect referral)
 Make a follow-up check with the family, student, or treating agency, as
appropriate, to ensure that adequate care has been afforded
 In collaboration with any specific treatment plan formulated for the student
by the treating agency, meet with the student’s teachers to alert them of
the risk and to request that they assist in monitoring the student’s behavior
 Document all actions taken of behalf of the student (i.e., referrals, phone
contacts, follow-up activities, etc.)
 Additional steps for our school/facility (if any):

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Chapter 5, Emergency Protocols - 24
School-Centered Emergency Management and Recovery - KCCRB
Suicide Attempt
In the event of an actual suicide attempt:
 Staff Actions:
 Notify principal
 Ensure the short-term physical safety of the student
 Principal, Team:
 Call 911, District Support Team, Central Office
 School nurse, counselor or other staff shall administer first aid until
emergency responders arrive
 The student will be kept under constant observation at all times
 The school principal, (or other designated professional) will communicate
with appropriate school personnel, parents/ guardians, counselors, to
establish immediate plan of action
 The school counselor, social worker or school psychologist will refer the
parents/guardian to a therapist or other appropriate professional for
implementation of long-term plan of action for the student (in follow-up to
immediate physical safety needs)
 Follow-up should be made by counselor with parent/guardian to determine
that treatment services were obtained, current status of the student, if
additional services are needed, etc.
 Document all actions taken of behalf of the student (i.e., referrals, phone
contacts, follow-up activities, etc.)
 Additional steps for our school/facility (if any):
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Chapter 5, Emergency Protocols - 25
School-Centered Emergency Management and Recovery - KCCRB
Suicide Completed
(off campus)
School staff should exercise caution when discussing an “apparent suicide” with students.
Often there will be ongoing investigations by the police department, and parents or other
relatives may be reluctant to accept the terrible nature of the death. When the cause of
death is clear, it is best to request permission from the parents to talk about the suicide with
other students. Parents often want to know what is being done to assist classmates, and
they often want to know what impact the suicide will have on friends.
If news of death by suicide is received, the principal or designee shall initiate efforts to
address emotional reactions within the school community and to decrease the potential for a
contagious effect.
 Staff Actions:
 Notify principal
 Avoid spreading rumors
 Watch for warning signs in other students who may be affected by the
news
 Principal, Team:
 Verify the information with the coroner’s office
 Notify District Support Team
 Identify any family member(s) that may be at school and provide crisis
counseling
 If the media requests information, refrain from discussing any details
relating to the deceased student; school staff may wish to describe
assistance being offered on behalf of students
 Call a faculty meeting or send an e-mail alert to:
 Disclose all relevant facts
 Have school counselor or other appropriate professional describe how
students may react to the news and suggest how teachers can address
questions and reactions
 Allow time for school staff to ask questions and express their feelings;
some staff may be particularly upset and may request and/or require
support
 Outline procedures for the remainder of the school day
 Distribute a written statement announcing the information to be released to
students and determine the method of making the statement
 Provide support meetings for school personnel if the need exists; refer
employees to an employee assistance program as indicated
 Compile a list of other students deemed to be at risk; consider immediate
counseling opportunities as part of the school and district’s commitment to
responsible follow-up and recovery
Chapter 5, Emergency Protocols - 26
School-Centered Emergency Management and Recovery - KCCRB









Allow students to leave class during the day to receive support offered
from school personnel, the District Support Team and other designated
volunteer resources (such as a Drop in Room)
Avoid any large group meetings or assembly of students (in order to
maintain order and control)
Consider an after school faculty meeting; the following points may be
covered:
Debrief the events of the day
Provide for the emotional support for all staff
Review the characteristics of high-risk students and compile an additional
list based on staff observations of student reactions during the day
Announce the plans made by the family for services
To the extent possible, make efforts to ensure that regular routine is
followed
In general, recognize a tragic loss of life, without emphasizing the means
of death. Activities to be avoided include special memorial services within
the school building, flying the school flag at half mast, special yearbook
notices, large student assemblies; suicide should not be ignored nor
should it be romanticized or sensationalized; it should be dealt with
thoughtfully, carefully and compassionately
 Additional steps for our school/facility (if any):

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
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NO-HARM CONTRACT
I,
, agree to not harm myself in any way, attempt to
kill myself, or kill myself during the period from
to
, (the time
of my next appointment).
I agree that, for any reason, if the appointed session is postponed, canceled, etc., that this
time period is extended until the next direct meeting with my counselor. In this period of
time, I agree to care for myself, to eat well, and to get enough sleep each night.
I agree to make social/family contact with the following individuals:
I agree to rid my presence of all things I could use to harm or kill myself. I agree that, if I am
having a rough time and come to a point where I may break any of these promises, I will call
and make significant contact with any of the following individuals:
at: #
at #
Or, if I cannot contact these individuals, I will immediately call the
Suicide Crisis Hotline at#
I agree that these conditions are important, worth doing, and that this is a contract I am
willing to make and keep. By my word and honor, I intend to keep this contract.
Signed
Date
Witnessed by
Date
Chapter 5, Emergency Protocols - 28
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Threat of Harm (8 page section)
INTRODUCTION
These materials offer a starting point when addressing possible school-violence, but are not
intended to be a script or to be implemented in rote fashion. At all times it is expected that
school personnel will use professional judgment in assessing and addressing potential
threats to safety. It is essential to use “warning signs” and other materials responsibly. The
processes described herein offer an opportunity to help maintain school safety by identifying
and referring individuals who need help. They are not intended to encourage school-wide
student profiling, labeling, or other stigmatizing of individuals.
 In the event of an IMMEDIATE danger:
 Call Law Enforcement or 911
 Take immediate action to secure or isolate the individual posing a threat,
and prevent access to potential weapons (if known)
 Take immediate action to move others from harm’s way (in immediate
vicinity of event)
 Initiate Lockdown procedures
 If Warning Signs are observed, but there is not an imminent risk:
 Have individual or team observing Warning Signs complete a Threat
Assessment Referral Form (if not completed already)
 Activate appropriate members of Emergency Management Team
 Interview the individual under concern
 Notify 911, as indicated
 Notify and consult with the Board Attorney, as indicated
 Notify District Support Team, Central Office
 Contact parents or legal guardian and obtain a release of information to
exchange information between agencies
 Review Warning Signs, Risk Factors, Precipitating Events, Stabilizing
Factors by completing Threat Assessment Worksheet
 Determine level of risk using Risk For Harm Categories
 Develop an action plan according to the determined level of risk
 Document referrals, actions taken, follow-up plans, etc.
 Develop plan to monitor student’s response to actions taken, a “return to
school plan” and to review new information as it becomes available
 Additional steps for our school/facility (if any):




Chapter 5, Emergency Protocols - 29
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Threat Assessment Referral Form
If you become concerned that an individual may pose a risk for harming himself or others complete
this form by stating your concern, checking the Warning Signs of which you are aware, and
explaining items checked. Turn it in directly to the school’s principal or designee. In an Imminent
safety threat, notify principal immediately and take immediate action to secure or isolate the
individual, and move other students from harm’s way.
Individual under concern
Person(s) completing this form
School
Date of birth
Room/phone
Date of referral
I. Reason for Referral (explain your concerns)
II. Imminent Warning Signs (when an individual displays Imminent Warning Signs; take
immediate action to maintain safety, mobilize law enforcement & appropriate school personnel)
 1. Possession and/or use of firearm or other weapon
 4. Severe rage for seemingly minor reasons
 2. Suicide threats or statements
 5. Severe destruction of property
 3. Detailed threats of lethal violence (time, place, method)  6. Serious physical fighting with peers, family, others
III. Early Warning Signs (mark items, then elaborate below)











7. Social withdrawal or lacking interpersonal skills

8. Excessive feelings of isolation & being alone

9. Excessive feelings of rejection

10. Being a victim of violence, teasing, bullying

11. Feelings of being picked on

12. Low school interest, poor academic performance

13. Expressions of violence in writings & drawings

14. Uncontrolled anger

15. Patterns of impulsive & chronic, hitting & bullying

16. History of discipline problems

17. History of violent, aggressive & antisocial behavior

across settings (i.e., fighting, fire setting, cruelty to animals,
vandalism, etc., especially begun before age 12)

18. Intolerance for differences, prejudicial attitudes
19. Drug & alcohol use
20. Affiliation with gangs
21. Inappropriate access, possession, use of firearms
22. Threats of violence (direct or indirect)
23. Talking about weapons or bombs
24. Ruminating over perceived injustices
25. Seeing self as victim of a particular individual
26. General statements of distorted, bizarre thoughts
27. Feelings of being persecuted
28. Obsession with particular person
29. Depression
30. Marked change in appearance
IV. Explain checked items; describe known Precipitating Events (use back if needed)
V. Turn in this form and any materials you may have which may be necessary to conduct a
preliminary risk assessment (i.e., writings, notes, printed e-mail or Internet materials, books,
drawings, confiscated items, etc.).
FOR OFFICE & EMERGENCY MANAGEMENT TEAM USE:
Date Received:
School Case Manager assigned to follow referral:
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Threat Assessment Worksheet (2 pages)
Coupled with the Referral Form (which addresses Warning Signs), this outline addresses Risk
Factors, Precipitating Events, and Stabilizing Factors. The worksheet is designed to provide a
concise way to organize known concerns when conducting a preliminary risk assessment and to list
relevant school and agency involvement.
Individual under concern
Person(s) completing this form
Parent/legal guardian name
School
Date of birth
Phone
Date of referral
I. School & Agency Involvement (past or present) To determine if safety concerns have
been noted by others. List name, contact information & date of involvement if known:
School Law Enforcement or Discipline Referrals
Special Education, 504, or Under Consideration
School-based Mental Health or Social Services
Family Resource and Youth Services Center
Community Social Services
Police, Juvenile Court, Probation Services
Community Mental Health Services
Current or prior institutionalization or foster care placement
Other
Comments/concerns expressed by any of the above
II. Risk Factors (indicate if Observed, Documented, or Suspected; circle O, D, S, respectively)
In possession or has access to weapons (O, D, S)
History of impulsive violent or other antisocial behavior (O, D, S)
Child abuse/neglect (O, D, S )
Isolation or social withdrawal (O, D, S)
Domestic violence or other family conflict (O, D, S)
Depression, mental illness, medical ailment (O, D, S) (list current medications)
Substance abuse or drug trafficking (O, D, S)
Fire setting (O, D, S)
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Threat Assessment Worksheet — Page 2
II. Risk Factors (cont.) (indicate Observed, Documented, or Suspected, O, D, S, respectively)
Bed Wetting (O, D, S)
Cruelty to animals (O, D, S)
Preoccupation with real or fictional violence (O, D, S)
Repeated exposure to violence (desensitization) (O, D, S)
Gang involvement or affiliation (O, D, S)
Other
III. Precipitating Events (recent triggers which may influence violence)
Recent public humiliation/embarassment (whether instigated by adult or peer)
Boyfriend/girlfriend relationship difficulties
Death, loss or other traumatic event
Highly publicized violent act (such as a school shooting)
Family fight or conflict
Recent victim of teasing, bullying or abuse
Other
IV. Stabilizing Factors (factors which may minimize or mitigate likelihood of violence)
Effective parental involvement
Involved with mental health; list provider or agency (if known)
Social support networks (church, school, social organizations)
Close alliance with a supportive adult (counselor, mentor, teacher, minister, etc.)
Positive, constructive peer group
Appropriate outlets for anger or other strong feelings
Positive focus on the future or appropriate future events
Other
V. Category of Risk (Determine a Risk for Harm Category based on available information)
Imminent - High - Moderate - Minor - Low/No (date & time of determination
)
NOTE: RFH Categories represent a distinct moment in time and may change from hour to hour, and
day to day. Following an initial assessment, it is essential to monitor on-going status, to reassess
level of risk according to new information, and to document significant changes.
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RISK (or Threat) ASSESSMENT CONCEPTS
I.
Warning Signs: A sign or indicator that causes concern for safety.
A. Imminent Warning Sign: A sign which indicates that an
individual is very close to behaving in a way that is
potentially dangerous to self or others. Imminent Warning
Signs call for immediate action by school authorities and
law enforcement.
B. Early Warning Signs: Certain behavioral and emotional signs
that, when viewed in a context, may signal a troubled
individual. Early Warning Signs call for a referral to a
school’s Threat Assessment Team for assessment.
II.
Risk Factors: Historical or background conditions which may
influence the potential for violence. These factors may include
family history of violence, prior antisocial behavior, mental health
background, and various social factors.
III.
Precipitating Events: Recent events or “triggers” which may
increase potential for violence. These factors may include recent
family conflict, rejection from a significant peer, serious conflict with
a teacher, etc.
IV.
Stabilizing Factors: Support systems or networks in place for an
individual which may decrease the likelihood for violence. These
factors may include effective parental relationships, positive peer
groups, strong relationship with a teacher, counselor or therapist,
etc.
V.
Threat Assessment: The process of reviewing Warning Signs,
Risk Factors, Precipitating Events, and Stabilizing Factors, to
determine the Risk for Harm Category and develop an appropriate
plan of action.
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RISK FOR HARM CATEGORIES
Risk For Harm Categories provide a way for schools to determine and assign a level of risk
based on a review of Warning Signs, Risk Factors, Precipitating Events, and Stabilizing
Factors. Based on level of risk, the Emergency Management Team develops action plans
to maintain safety and to help an individual gain access to needed services or interventions.
The descriptors following each Category are not an exhaustive list, but are provided as a
frame of reference.
Category 1: Imminent Risk for Harm.
An individual is, or is very close to, behaving in a way that is potentially dangerous to self or
others. Examples include: detailed threats of lethal violence, suicide threats, possession
and/or use of firearms or other weapons, serious physical fighting, etc. Most of these
individuals will qualify for immediate hospitalization or arrest. Responses may include:
immediate action to secure individual, arrest or hospitalization, facility lock down, security
response, parent notification, background or records check, “return to school plans,”
ongoing case management.
Category 2: High Risk for Harm.
An individual has displayed significant Early Warning Signs, has significant existing Risk
Factors and/or Precipitating Events, and has few Stabilizing Factors. May not qualify for
hospitalization or arrest at present, but requires referrals for needed services and active
case management. Responses may include: immediate action to secure individual, security
response, parent notification, psychological consult/evaluation, background check.
Category 3: Moderate Risk for Harm.
An individual has displayed some Early Warning Signs and may have existing Risk Factors
or recent Precipitating Events, but also may have some Stabilizing Factors. There may be
evidence of internal emotional distress (depression, social withdrawal, etc.) or of intentional
infliction of distress on others (bullying, intimidation, seeking to cause fear, etc.).
Responses may include: security response, parent notification, psychological
consult/evaluation, background or records check, ongoing case management.
Category 4: Minor Risk for Harm.
An individual has displayed minor Early Warning Signs, but assessment reveals little history
of serious Risk Factors or dangerous behavior. Stabilizing Factors appear to be reasonably
well established. There may be evidence of the unintentional infliction of distress on others
(insensitive remarks, “teasing” taken too far, etc.). Responses may include: review of
school records, parent notification, psychological consult, security response.
Category 5: Low/No Risk for Harm.
Upon assessment it appears there is insufficient evidence for any risk for harm. Situations
under this category can include misunderstandings, poor decision making, false accusations
from peers (seeking to get other peers in trouble), etc. Responses may include:
investigation of the situation, notification and involvement of others as needed, etc.
Chapter 5, Emergency Protocols - 34
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Brief Interview Outline
for Individual Under Concern
When interviewing an individual about safety concerns, one method is to ask questions which move
from general introduction, to fact finding, to recognition of concerns, to assessing support networks,
to developing an outline for next steps. The following questions are not intended to be a scripted
interview, but provide a sample structure for the kinds of questions which may need to be asked.
Individuals using this outline are encouraged to use their professional judgment and experience, and
to broaden or alter the questions. Note, in general it is good to avoid “yes or no” questions.
1. “Seems like you’ve been having a hard time lately, what’s going on?” (to
establish rapport and trust and to open dialog in a non-threatening way)
2. “What is your understanding of why you have been asked to come to the
office?” (to review factual events)
3. “What is your understanding of why school staff are concerned?” (to determine if
student is aware of effect behavior has on others)
4. “What has been going on recently with you at school?” (to look into possible
precipitating events such as peer conflict, student/teacher interactions, failing
grades, etc.; follow appropriate leads)
5. “How are things going with your family?” (to look into events such as recent
moves, divorce, deaths or losses, conflict)
6. “What else is going on with you?” (to look into events outside of school such as
community unrest, threats, police involvement, medical issues, etc.)
7. “Who do you have to talk to or assist you with this situation?” (to determine what
supports or stabilizing factors may be available or in place such as mental health
professionals, peer groups, family supports, church groups, etc.)
8. “Given (whatever is going on), what are you planning to do?” or, “What are you
thinking about doing?” (follow-up on appropriate leads, including the level of detail in
stated plans, ability to carry out plans, etc.) (NOTE: If there is an IMMINENT RISK
take immediate action to maintain safety by contacting school security and/or
911).
9. Close with a statement that describes short term next steps (i.e., “I’ll need to contact
your parents to talk about...” or, “You will be suspended for two days, then we’ll...”).
Try to determine student’s affect or mood prior to his/her departure, and alert others if
necessary.
Chapter 5, Emergency Protocols - 35
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Assessment Questions
for Mental Health Professionals
Individual under concern
Parent/legal guardian name
Mental health professional’s name
Person(s) requesting information
School name
Date of birth
Phone
Phone
Phone
Date of referral
The following outline is provided by schools to mental health professionals when referrals
are made for “Risk for Harm” assessments. In order to serve students who may pose a
safety risk to themselves or others, it is essential that the child’s school has appropriate
information about his/her potential for dangerous behavior.
Suggested use: School staff sshould complete this form and provide it (with accompanying
materials as appropriate) to the mental health professional who will be conducting an
evaluation. The mental health professional should then assess the concerns and address
them in a report back to the school.
I. Brief description of reason for current referral, and a listing of any items which may
accompany this referral (Threat assessment Worksheet, student notes, printed e-mails,
writing assignments, relevant documentation from other sources, etc.):
II. Requested information (please address these questions in your report to the school):
1. What is this individual’s understanding regarding the serious nature of their recent
actions (behavior, oral or written communications, gestures, etc.)?
2. What is their understanding of the distress, harm, fear, etc., caused by their actions?
3. What is this individual’s understanding of the inappropriateness of their actions?
4. What is your understanding of the causes of this individual’s actions?
5. What, if anything, is planned to address these issues and prevent their recurrence?
6. At this time, what level of risk is this individual (low, moderate, high or critical)?
7. If or when this individual returns to school, what may school staff, parents or others
need to know to assist and support the student and take action when needed?
8. Other question(s):
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Trespasser/Intruder
 Staff action:
 Notify the principal and give description and location of the subject
 Keep subject in view until police or law enforcement arrives
 If possible keep subject away from students and building

 Principal, Team:
 Call 911, District Support Team, Central Office
 Give description and location of subject
 Determine whether to initiate Lockdown procedures
 Keep subject in view until police or law enforcement arrives
 Take measures to keep subject away from students and building
 Advise subject that they are trespassing and need to leave the school
property

 Additional steps for our school/facility (if any):




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Weapons
 Staff actions:
 If danger exists, seek immediate shelter and direct that students seek
immediate shelter
 Notify principal
 Principal, Team:
 Call 911, District Support Team, Central Office
 Give location, identity and description of the individual
 Give description and location of weapons
 If weapon is on an individual, isolate the individual
 If weapon is in a locker or in a backpack, prevent access
 If individual has the weapon out:
 Remain calm; avoid sudden moves or gestures
 Do not attempt to take the weapon from the individual
 Using a calm and clear voice instruct the individual
that they need to place the weapon down
 Use the individuals name while talking to them
 Try not to raise your voice—but, if this becomes
necessary, do so decisively and with clarity
 Be certain that at least one other administrator is aware of the situation,
but limit information to staff and students on a need to know basis
 Determine whether to implement lockdown, evacuation or other procedure
 Additional steps for our school/facility (if any):




Chapter 5, Emergency Protocols - 38
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Weather Emergencies
Watches: Indicate that conditions are right for development of a weather hazard. Watches
cover a larger area than Warnings. Watches have lead times of approximately 1-2 hrs
(tornado or thunderstorm), 3-12 hrs (flash flood), and 12-36 hrs (river flood or winter storm).
Warnings: Indicate that a hazard is imminent and the probability of occurrence is extremely
high. Warnings are issued based on eyewitness reports or clear signatures from remote
sensing devices (radar, satellite). Warnings have lead times of approximately 30 min. or
less (for thunderstorm type events), and 6-18 hours (for river floods and winter storms).
Advisories: Issued when weather is expected to disrupt normal routines, but is not
expected to be life threatening (e.g., 2-3 in. of snow, dense fog, etc.). Advisory lead times
are the same as Warnings.
 Upon Issuance of a Watch or Advisory, Principal, Team:
 Activate appropriate members of Emergency Management Team to be
alert for possible change in weather status
 Monitor weather reports for change in conditions
 Upon Issuance of a Warning, Principal, Team:
 Implement Severe Weather Safe Area procedure
 All students and staff shall proceed to designated safe areas
 Remain quiet to hear further instructions
 Occupants of portable classrooms shall move quickly to the main building
to designated shelter areas
 Follow standard student accounting and reporting procedures
 Occupants of shelter areas shall remain in that area until the “all clear” is
given
 In the event of building damage, students shall be evacuated to safer
areas of the building or from the building
 If Evacuation occurs, do not reenter the building until given “all clear” from
emergency responders
 If building is damaged:
 Call 911, Notify District Support Team, Central Office
 Administer first aid
 Additional steps for our school/facility (if any):




Chapter 5, Emergency Protocols - 39
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Part 3
Recovery
“Disasters impact people in many ways. Emotional effects
from loss of home, family pets, displacement from neighbors,
friends, church and school may cause unusual stress as
people begin to reconstruct their lives.”
(Kentucky Community Crisis Response Board)
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School-Centered Emergency Management and Recovery - KCCRB
Chapter 6:
RECOVERY
A. Introduction
Understanding Emotional Trauma
Trauma knows no bounds. Schools and their larger community are
confronted with putting the pieces back together following sudden,
tragic events such as death or serious injury to students and staff,
bus accidents, fires, natural or man-made disasters and violence.
The aftermath of tragedies on individual children and adults is not
simple to predict. According to the National Institute of Mental
Health, research indicates that both adults and children
demonstrate a wide range of reactions following a catastrophic
event. The range of human responses can include physical,
cognitive and emotional symptoms including nausea, sleep
disturbance, slowed thinking, bad memories, regressed behavior,
anxiety, guilt, depression, anger and a host of other responses.
For some trauma victims, these adverse effects fade with emotional
support and the passage of time. Others are more deeply affected
and experience long-term consequences. These reactions are
normal responses to an abnormal event. Although no one can
predict who will experience the most severe reaction to trauma, the
more direct the exposure to the event, the higher the risk for
emotional harm.
Schools can help children by:
 Restoring a learning environment
 Modeling how to recover from the event
 Maintaining basic educational goals
Administrative staff, counselors and teachers can help their
school community by:
 Reducing conflict among groups
 Creating working partnerships among groups
inside and outside of the school
 Following familiar school routines
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





Acknowledging the trauma through shared
activities and observances
Representing safety and security
Supporting children and their families
Creating opportunities to support caregivers
Having trained crisis intervention personnel be
highly visible in the schools following a crisis
Remembering that children and their communities
are resilient when supported adequately
The following chapter addresses follow-up measures to effectively
address the aftermath of an emergency situation. This collection of
recovery measures is designed to assist teachers and other
professionals as they help students begin the recovery and healing
process.
As outlined in the introductory chapters of this guide, it is essential
for school administrators to recognize that recovery is a long-term
process of supporting normal people who have experienced
abnormal stressors. During the acute phase, Critical Incident
Stress Management Principals (CISM) provides a comprehensive
structure of response. Initially, individuals may be in shock and
may require support to meet basic physical and social support
needs. In the months and years that follow a critical incident,
individuals may enter a grief phase and need continued support.
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B. General Strategies for Follow-up
to Emergencies / Critical Incidents
The following information may be useful in the days and weeks
following an emergency. Longer-term follow-up procedures are
also listed.
The Day After: Workday Two of Emergency Management:
1. Convene Emergency Management Team and
faculty/staff members to update them on any additional
information/procedures.
2. In case of death, provide funeral/visitation information.
3. Identify students and staff in need of follow-up support
and assign staff members to monitor vulnerable students:
 Coordinate counseling opportunities for students
 Announce ongoing support for students with place, time, and staff
facilitator
 Provide parents with a list of community resources available to students
and their families
4. Convene District Support Team to assist with debriefing.
 Assess system-wide support needs, and develop planned intervention
strategies
 Schedule and provide student, family and staff Critical Incident Stress
Management (CISM, Everly & Mitchell, 1999) services
 Discuss successes and problems
 Discuss things to do differently next time
5. Allow staff opportunity to discuss feelings and reactions
and provide list of suggested readings to teachers,
parents and students (i.e., handouts later in this chapter).
Long-Term Follow-up and Evaluation:
1. Amend Emergency Management Protocols if needed.
2. Write thank-you notes to people who provided support
during the emergency.
3. Be alert to anniversaries and holidays. Often students
and staff will experience an “anniversary” trigger reaction
the following month(s) or year(s) on the date of the
emergency, or when similar crises occur.
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C. Critical Incident Stress
Management (CISM)
Critical Incident Stress Management (CISM, Everly and Mitchell,
1999) is a comprehensive, integrated multi-component crisis
intervention system. CISM services provide a framework for the
application of education and crisis intervention during the acute stage
following a critical incident. These services enhance and compliment
the delivery of traditional mental health services and include:
1. Pre-crisis preparation: Working with schools to help set
expectations for what to do when a critical incident occurs.
2. Individual consultation: A structured one-to-one technique
used by a trained peer counselor or professional after a
critical incident.
3. Briefing: A presentation to groups following a crisis or
critical incident to share information, reduce and dispel
rumors, and provide details of action plans,
4. Defusing: A group crisis intervention technique conducted
by a trained facilitator, usually occurring in the first 12-24
hours after a critical incident.
5. Debriefing (a.k.a., Critical Incident Stress Debriefing or
CISD). A structured small-group process targeted toward
mitigating or resolving the psychological distress associated
with a critical incident or traumatic event, usually occurring in
the first 10 days following an event.
6. Parent/family/organization consultation: A group process
conducted to provide ongoing educational and support to
families, parent groups or organizations following a critical
incident
7. Referral/follow-up: A process to assure that individuals
experiencing intense symptoms and who need ongoing
support will be referred for appropriate mental health
services.
One common way to organize the above interventions is to set up a
“Drop in Room.” A Drop in Room is a safe, welcoming place for
students or staff to gather during the school day for group or
individual support from trained team members.
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D. Teachers Helping Children
After A Critical Incident
This resource was designed to help teachers assist children and is
useful for general disasters as well as emergencies that occur in
the lives of individual children.
Emergencies hit children hard. It’s difficult for them to understand
and accept that there are events in their lives that can’t be
controlled or predicted. Worst of all, we adults can’t “fix” a disaster,
can’t solve it, and can’t keep it from happening again.
Ways Teachers Can Assist Students:
 Cope with your own natural feelings of helplessness, fear, anger; until you
do this, you won’t be able to effectively help the children
 Learn to recognize the signs and symptoms of distress and post traumatic
stress reactions
 Put the emergency or critical incident in context; provide a perspective
 Communicate a positive “I’m not helpless” attitude
 Start the healing process; help children to feel relieved and soothed
 Identify children who may need crisis intervention and referral to mental
health professionals or other helpers
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E. Information Sheet to Share
with Parents
Helping Your Child After A Disaster:
Children may be especially upset and express feelings about the
disaster. These reactions are normal and usually will not last long.
Listed below are some problems you may see in your child:
 Excessive fear of darkness, separation, or being alone
 Clinging to parents, fear of strangers
 Worry
 Increase in immature behaviors
 Not wanting to go to school
 Changes in eating/sleeping behaviors
 Increase in either aggressive behavior or shyness
 Bedwetting or thumb sucking
 Persistent nightmares
 Headaches or other physical complaints
The following will help your child:
 Talk with your child about his/her feelings about the
disaster; share your feelings, too
 Talk about what happened; give your child information
he/she can understand
 Reassure your child that you are safe and together; you
may need to repeat this reassurance often
 Hold and comfort your child often
 Spend extra time with your child at bedtime
 Allow your child to mourn or grieve over lost belongings
(a toy, a lost blanket)
 If you feel your child is having problems at school, talk to
his/her teacher or counselor so you can work together to
help him/her
Ongoing recovery:
Please reread this sheet from time to time in the coming
months. Usually a child’s emotional response to a disaster
will not last long, but some problems may be present or
recur for many months afterward. Professionals skilled in
talking with people experiencing disaster-related problems
staff your community mental health center.
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F. Disasters and Their Effects
What is a disaster?
A disaster is a devastating, catastrophic event that can be life
threatening, injury producing, which may create the following
distressful experiences.
Potential experiences or feelings:
 Sense of fear, worry
 Disruption of home, routine, etc.
 Feeling that one’s life was threatened
 Witnessing injuries, death, pain
 Feeling trapped and isolated
 Being out of control of something threatening to life’s basics: food, shelter,
clothing, people, comfort...even life itself
 Having flashbacks to other catastrophes
 Feeling cut-off from services
 Being separated from loved ones
 Having a sense of mortality
 Feeling “survivor guilt”
 Children who are forced to become “parents” to adults who are scared or
worried
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G. Symptoms of Distress in
Children
As a result of traumatic experiences some children will show a
variety of symptoms of distress. The teacher must first know a
child’s baseline (“usual”) behavior and cultural/ethnic responses
before he/she can identify “unusual” or problem behavior in a child.
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Any unusual complaints of illness
Keeping isolated from the rest of the group
Child seems so pressured, anxious that he/she somehow dominates, has
to distract others, or is otherwise “needy”
Changed behavior/appearance
Resistant to opening up (however, child might just be shy, may have
language or cultural barrier)
No eye contact (Note: In some cultures, making eye contact with adults is
“defiant behavior”)
Difficulty concentrating, can’t focus
“Feisty” or hyperactive/silly, giddy
Any emotional display; crying, “regressed” behavior (less than ageappropriate)
Lack of emotional expression
Poor performance
Can’t tolerate change; can’t move to next task
Lethargic, apathetic
Easily startled, jumpy
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H. Understanding Age-Appropriate
CISM Interventions
When providing Critical Incident Stress Management (CISM, Everly & Mitchell, 1999)
interventions, it is essential to tailor your approach to the developmental level of the
students involved. The following chart illustrates a range of minutes suitable for discussion
for different age levels, and from “teacher led” to “counselor led” interventions. In general,
younger students need more teacher led interventions using activities (as opposed to
“discussion”), while older students benefit from counselor led, verbal discussions.
120 min.
Minutes
able to
engage in
session
90 min.
60 min.
30 min.
Preschool-K
Elementary
Middle School
Teacher leads
while
Counselor observes
High School
Counselor leads
while
Teacher observes
(Adapted from Johnson, 1998)
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I.
The Talking Method and the
Drawing Method (5 Page section)
In using the General to Specific approach, many methods or activities may be
effective. Two suggested methods/techniques to use in your class after a critical
incident are: The Talking Method and The Drawing Method. The following pages
provide suggested questions or themes, and specific techniques to
Suggested questions to ask/themes to represent:
 Where were you when it (the disaster/event) happened?
 What were you doing?
 Where were your friends? Where was your family?
 What was your first thought when it happened?
 What did you see? What did you hear?
 What sound did it make? What did you smell?
 Was anyone you know killed or injured?
 What can you do now to help others to feel better?
 How did you feel?
 What did other people around you do (during, after)?
 What was the silliest thing you did?
 Were you or anyone else you know injured?
 What happened to pets or other animals around you?
 What dreams did you have after it?
 What reminds you of it? When do you think about it?
 What do you do differently since the event?
 How do you feel now? What makes you feel better?
 How have you gotten through rough times before?
 What would you do differently if it happened again?
 How did you help others? How would you help next time?
 What can you do now to help others?
Special Considerations:
 Allow for silence for some with low language skills, shyness, discomfort,
etc. Encourage peer support for these children
 The teacher should accommodate the child:
 If a child has low English skills, consider asking for a translator or a peer to
help the child express in words
 Create a chance for verbal expression in any language
NOTE: As the teacher, you might think of more questions to ask the
children. Be sure your questions are “open-ended,” which means
they cannot be answered by simply a “Yes” or “No”. Open-ended
questions serve to facilitate verbal discussion.
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Talking Method Activities:
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Child tells a story (allow metaphors)
Puppets “tell” or “live” a story
Have an open discussion - using previous questions, ask for volunteers to
begin with...talk general to specific
Use photos, drawings, etc. to facilitate discussions
Use video prior to discussion to get it going
Create a skit, play or do role-playing, related to the critical incident (provide
“dress-up” clothes if available, including uniforms if possible to represent
emergency workers seen during the disaster, etc.)
Do “show and tell” related to the event
Inform/educate the children about the event to make it less threatening to
talk/act about
When people understand their feelings and experiences are normal and
can be predicted (even if they are scary feelings) they begin to regain
control
Note: Remember to keep yourself in a facilitative/guiding role, not
in a role of “control” of the discussions/stories etc. This will be most
helpful to the children. Reassure the children by verbally
acknowledging and “normalizing” their experiences.
For some children, the talking method is not helpful:
 In some cultures, talking openly is not comfortable, appropriate (or even
“polite”)
 Some children have been raised in families where “talking-out one’s
feelings” was not possible or supported
 Some children have been raised in situations where talking openly was not
practiced or encouraged
 Some children simply prefer not to discuss their feelings openly due to
personality type, privacy concerns or lack of trust in the process
 All these reasons should be respected as valid
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Drawing Method:
The drawing method is a playful experience to express
feelings.
First introduce drawing as:
 Another way of “talking,” but with pictures instead of words
 A means of expression used by many (point out that some people express
themselves by talking, some by singing, some by dancing, some by
drawing)
 Remember when introducing drawing of any sort to clearly say that the
goal is not to draw a “pretty picture” but rather, a picture of expression
 Drawing should be presented to the child as an option for expression, not
as a required activity.
 REMEMBER: Use previous questions to help lead these activities: A
question can become a theme for a drawing.
Drawing Method Activities:
 Draw/write a book together or make journals with pictures
 Do a collective drawing such as a mural (murals tell a “collective story,”
develop/support teamwork, and feel “safer” for some children as opposed
to individual art)
 Give the mural a “place of honor” in the classroom
 Make the mural accessible for everyday viewing
 Celebrate the mural: use it to demonstrate getting through something
tough, or to facilitate discussions
 Take photos/slides of the mural when completed
 Draw aspects of the event (people, places, activities, etc.)
 Suggest lots of options, not specifics (e.g., rather than saying “draw a
fireman, helping someone,” say “draw a person you saw doing something
helpful...”
 Create a collage (a variety of materials) using a leading question such as
“Where were you when the disaster happened?”
 The teacher may draw/paste on the central image, then the children add
photos, magazine pictures, articles, fabric pieces, etc. around theme, or
may draw directly onto it
 Collages are the “safest” form of “drawing” because child is using others’
symbols. The child may feel he/she is “losing less of himself/herself”
 Collages provide “boundaries” for the child; this can act as a safety net
(emotionally) for some
 You may also want to look at other pictures (drawings, paintings) and talk
about what they communicate
 Avoid the use of use paint in this method as it is too “loose” of a medium
for a traumatized child; the child might use it to bring up things not easily
handled in a classroom
 Allow a full range of expression: some kids draw recognizable “things”,
others draw “abstracts”; respect all varieties
 Allow children to discard their artwork
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Emphasize to the children that their work will not be judged, graded or
necessarily shown to others
Only exhibit the artwork if a child desires to share with others
Reassure them that there is no “right way” to draw
Allow the use of various mediums (pastels, crayons, pencils, markers, etc.)
It’s preferable to do the drawing method with more than one adult present
Exercise as little control as possible over the artwork
Concluding Drawing Activities:
 A key element of the Drawing Method is the follow-up discussion. This
discussion can help to bring closure to the experience, an important step in
the process of expressing feelings.
 Allow those who want to, to talk about their drawings
 Others will “close” by listening to others
 Use open-ended questions in this process
 Sometimes a child’s artwork may be especially expressive of his/her
feelings; a drawing can give “clues” to some deeper problems or feelings
within the child
 Try to “read” the picture in the same way you might read words; what
might it be telling you?
 Look at it as a piece of communication, not just fantasy
Keep in mind:
 Colors, forms, etc. have a different meanings to children of various cultural
backgrounds and to different children within each culture
 Regard the artwork as just a part of what’s going on with a child; look at
the child with a holistic view
 The best source for what’s going on behind the drawing is the child...ask
him/her
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If You Have Concerns:
In both methods (Talking and Drawing), you might notice a child
exhibiting more serious problems. If you have concerns, refer
those children to your school counselor.
NOTE: One sign of successful defusing of your students is that
they feel better. Another sign of success might be that the defusing
process surfaced other problems that will come to your attention.
These problems might take on a variety of forms.
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Symptoms might be the same as those for anxiety or depression (physical
symptoms, persistent avoidance of being alone, unrealistic worries about
harm)
Child is not able to “let go” of a memory
The degree of emotionality and the degree of silence are both clues (be
sure to talk with the child and simply ask them quietly, confidentiality, how
they are feeling and coping)
Make note of other physical manifestations of stress (as a result of the
impact of the event)
Be aware of different forms of adjustment in each child
The teacher must know the child’s baseline behavior and cultural/ethnic
responses before identifying “serious problems” in that child
The teacher is not meant to be in the role of “diagnostician”; refer those
children you are concerned about
Some children may be predisposed to adverse reactions following a critical
incident (generally, these are children who have experienced other loss,
relocation, death, abuse, crime, etc.)
An anniversary date of a disaster or death is a predictable time when
memories and associated problems may resurface
Refer the student if you are unsure:
 Alert parent/guardians of your concerns
 Contact your school counselor/social worker/school psychologist
 Refer the student to the Student Assistance Team (if applicable)
 Consider a referral to mental health professionals in the community
In closing: Through using the methods and techniques in this guide
and adding your own unique perspective, expertise and energy,
you will help children and perhaps, yourself recover from a
traumatic experience.
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J. Assisting Children When
Someone at School Dies (2 page
section)
Children may experience a number of powerful feelings when confronted with the death of a
classmate or another individual. The following outline describes Critical Incident Stress
Debriefing (CISD, Everly & Mitchell, 1999), an interactive process to facilitate student’s
expression of these feelings. The school’s Emergency Management Team or the District
Support Team can assist students individually and in groups to process their feelings and
reactions following a death that affects the school community. This process is most
effective when you focus on the events in this sequence:
1.
2.
3.
4.
5.
Introductory Phase
Fact Phase
Feeling Phase
Reaction/Teaching
Closure Phase
1. Introductory Phase
 Introduce team members or helpers to discuss why we are here and what
we hope to accomplish
 Stress the need for confidentiality and ask for a verbal agreement to keep
what is said confidential
2. Fact Phase
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Give all known relevant facts about the death/incident
Is this your understanding of what happened?
Does anyone have any other information?
Is their any other information you want to have about his/her death?
How did you find out?
Where were you when you first heard?
What were your first thoughts?
Is there anyone not here that perhaps needs to be? Who are you
worried/concerned about?
3. Feeling Phase (make an effort to include everyone
in the discussion)
 How did you feel when you first heard? Explore feelings (shock, denial,
anger, fear etc.)
 How are you feeling now? (all feelings are okay)
 We did not know
(name), could anyone tell us about him/her? What
was he/she like?
 When do you think it will hit you that he/she is really gone or when do you
think you’ll miss him/her?
 Does anyone have a photo of him/her? (pass around)
 What are some of your memories of
?
 How do you think he/she would like to be remembered?
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4. Reaction/Teaching Phase
 Explore the physical, emotional and cognitive stress reactions of the group
members
 What are some things you usually do when you are really upset or down?
 Has anyone lost anyone close recently? What were some of your
reactions to his/her death?
 Take this opportunity to teach a little about the grief process, if appropriate
 Talk about effective coping techniques
 Determine if students have someone they can talk to
5. Closure Phase
 Give information about wake/funeral if available
 Students will often make comments about wanting to take a collection,
plant a tree, dedicate a page in the year book, let them talk, then refer
them to school staff without either encouraging or discouraging them
 Encourage students to support one another
 Remind them that it may take a long time before they will feel settled and
that’s normal
 Encourage them to talk with someone in their family about their sadness
 NOTE: This process needs to conclude with quiet, reflective time
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K. Classmate Tragedy (2 page section)
The following section is designed to assist the teacher or counselor
in preparing the class to help a student who has experienced a
tragedy prior to their return to the class.
Example: Death of a friend or family member
 Explain what is known of the loss
 Ask if other students have experienced the death of a friend or family
member?
 Are there things people said or did that made you feel better?
 How do you think our classmate might be feeling?
 That could you say that might help him/her know you care? This is your
chance to guide students responses to helpful comments as you guide
them away from less helpful comments
 What would you want someone to say to you if you experienced the death
of someone close?
 Are there things you could do that may help them feel better?
 We can take our cues from the person that will guide our actions. What
might some of those cues be?
When A Grieving Classmate Returns:
First Words
 The classmate probably feels like he/she is from a different planet when
returning to school
 At least say, “hello,” “welcome back,” “I’m glad to see you,” or something
similar
 The brave might even say: “I missed you,” “I’m so sorry to hear about your
’s death.”
 Even braver friends might make statements like, “It must be incredibly
tough to have your
die.”
 Other options include: write a brief note or card, call, etc.
 If your classmate cries, that is okay; you did not cause the grief; offer
comfort and a tissue
(CONTINUED)
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Helping the Classmate Adjust to the Class:
 Offer to provide past notes from missed classes
 Offer to provide notes for comparison for the next week or so (your
classmate’s attention span will probably vary for several weeks)
 Give the classmate your phone number to call if having problems with
homework
 Ask your classmate if you can call to check on how homework is going
 Offer to study together in person or over the phone; this might help with
both motivation and with concentration; grieving students frequently do not
feel like doing school work
Some Don’ts:
 Don’t shun the student, speak to them
 No cliché statements (e.g., “I know how you feel” when nobody knows the
unique relationship the classmate had with the deceased)
 Don’t expect the person to snap back into the “old self”
 Don’t be surprised if classmate seems unaffected by the loss, everybody
has his/her own way of grieving
 Don’t be afraid to ask appropriate questions about the deceased, like
“what did you and your
enjoy together?” (people often like to talk
about the people they grieve)
 Just because the classmate may seem to be adjusting to school again,
don’t assume the grieving has stopped, nor the need for comfort and
friendship
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L. Caring for the Care Provider
General Reactions to Emergencies or Critical
Incidents in Adults:
First Reactions May Include:
 Numbness, shock, difficulty believing what has occurred or is in the
process of occurring
 Physical and mental reactions may be very slow or confused
 Difficulty in decision making; uncertainty about things; it may be difficult to
choose a course of action or to make even small judgment calls
Ongoing Reactions May Include:
 Loss of appetite, difficulty sleeping, loss of interest or pleasure in everyday
activities
 Desire to get away from everyone - even family/friends
 Emotional liability; becoming irritable or upset more quickly than usual
 Feelings of fatigue, hopelessness, helplessness
 Digestive problems; headaches or backaches
 Difficulty accepting that the emergency has had an impact or difficulty
accepting support from friends and the community
Some Things That Can Be Helpful:
 Take time to relax and do things you find pleasant; getting away for a few
hours with close friends can be helpful
 Stick with your regular routine for a while; avoid making changes, even if it
appears to be a positive change
 Get regular exercise or participate in a regular sport; activity soothes
anxiety and helps you relax
 Keep your days as simple as possible; avoid taking on any additional
responsibilities or new projects
 Tap sources of assistance with your workload - have students,
instructional assistants, or volunteers help grade papers, take care of
copying, or help with other time-consuming tasks
 If symptoms of stress persist beyond a few weeks or are severe, seek
professional help
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M. Suggestions for Students
Attending a Visitation or a
Funeral
Keep in mind:
 Expect to feel nervous when going to a funeral home or a funeral
 Go with a friend or ask a parent to accompany you
 If this is the first time you’ve seen the parents, simply offer your
condolences; just say, “I am so sorry about
’s death” (this may
open a conversation)
 Point out something special to you about the deceased
 If the visitation or funeral is open casket, view the body if you want; you do
not have to
Later Involvement:
 After the funeral you may chose to continue to visit the parents; they may
continue to want to see the friends of their deceased child
 Continue to talk about their deceased child from time to time
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N. Suggestions for Students
When Visiting Grieving
Parents
This information should be helpful to students when interacting with
the parents of a deceased friend. Always respect the wishes of
grieving parents. These suggestions must fit the parents’ needs
and requests, as well as the student’s own comfort level.
First Steps:
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In the vast majority of cases the parents find it comforting to see friends of
their deceased child
If you were a close friend of the deceased and you know the parents, then
go visit them at their home
If you were a friend but had not met the parents (yet they know who you
are), you might still visit the home
Other friends might wait until the visitation or funeral
Send the parents a note or card
Communication:
 When you visit, do not worry about what to say; your presence is all that is
needed; if you wish to take a flower or anything meaningful, that’s all right
too
 Don’t be afraid you will upset the parents by asking or talking about the
deceased; they are already upset
 Just sitting with the parents will most likely fill the silence
 Listen, no matter what the topic
 If you were a really close friend, the parents might be pleased for you to
visit the deceased friend’s room (if you are comfortable doing so)
 You might ask what you can do for them; ask other relatives what you
might do to help
 Do not try to take away the grieving parent’s pain
 Talk about the deceased person (grieving people often like telling stories
about the deceased, “do you remember the time...”)
 Offer suggestions only when advice is asked
 Do not tell the parents to feel better since there are other children and
loved ones still alive
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O. MEMORIALS
When a member of the school dies often people will want to find
ways to memorialize the student or staff member. A word of
caution, carefully think through the type of tribute you pay to a
person who has died.
Consider these points and examples:
 In general, memorials should focus on the life lived, rather than on the
method of death
 Yearbook memorials should be a regular sized picture with a simple
statement such as “We’ll miss you”
 If a school were to create a permanent or lasting memorial for one person,
it would be difficult to refuse a similar memorial for another person
 A school that planted a tree for a student who died, realized this was
needed also for a second death and then a third. The resulting group of
trees came to be referred to as “the graveyard” by students
 Another school had a “memorial tree” die during one dry summer and had
to address the hard feelings of the family who thought the tree had not
been properly cared for
 There are many wonderful ways to support student’s and loved one’s need
to remember, examples include: cards, food, kind words, work parties for
relatives, scholarship funds, contributions to a favorite charity, flowers, or
being remembered after the urgent time of the tragedy
 Parents and loved ones especially want to know people miss the person
and there was great sadness at the loss; they also want to know people
assisted the grieving friends
 Permanent or lasting memorials are not encouraged as a way for schools
to remember someone who died as a result of suicide
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P. Suicide
A school’s general response to a suicide does not differ markedly
from a response to any death emergency. However, some issues
exclusive to suicide require specific attention.
School administrators must allow students to grieve the loss of a
peer without glorifying the method of death. Over emphasis on a
suicide may be interpreted by vulnerable students as a
glamorization of the suicidal act, which can assign legendary or
idolized status to taking one’s own life.
The following “DO’s” and “DON’Ts will help school staff limit
glamorization of suicide:
 Do acknowledge the suicide as a tragic loss of life
 Do allow students to attend funeral services
 Do provide support for students profoundly affected by the death
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 Don’t organize school assemblies to honor the deceased student
 Don’t dedicate the yearbook or yearbook pages, newspaper articles,
proms, athletic events, or advertisements to the deceased individual
 Don’t pay tribute to a suicidal act by planting trees, hanging engraved
plagues or holding other memorial activities
A suicide in the school community can heighten the likelihood, in
the subsequent weeks, of “copycat” suicide attempts and threats
among those especially vulnerable to the effects of a suicide. To
prevent further tragedies, students considered to be especially
susceptible to depression/suicide must be carefully monitored and
appropriate action taken if they are identified as high risk. These
efforts require a limited, rather than schoolwide, response.
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Glossary of Terms
& Concepts
Assembly Area: A pre designated area where personnel and
students are trained to gather following directives to
evacuate buildings. Sites chosen should minimize exposure
to hazards, provide quick and accessible shelter for all and
consider the needs of persons with disabilities. Monitoring
the safety and well-being of students and staff begins here.
Most experienced trained crisis interveners should be
assigned here and begin the provision of on scene support.
Briefing: An educational and informational presentation to groups
following a crisis or critical incident. Objectives would
include; sharing the official nature and scope of the event to
reduce and dispel rumors, provide details concerning the
plan of action the school is taking to manage the crisis and
mitigate its effects and group education in stress
management within naturally occurring support systems.
Communication: Plans should have established lines of internal
communication (i.e., within the school), external
communication (i.e., with the district office & community).
Plans should include provisions for after-hours
communication (telephone tree), and alternate means if
telephone lines are disabled.
Community: A group of persons who are closely affiliated.
Affiliation may be natural, such as a neighborhood, school,
fire service, or other existing organizations or groups or they
may be artificial such as passengers on a plane who are
affiliated by the mutual experience of a crisis or critical
incident.
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Coping skills: A range of thoughts, feelings and behaviors utilized
to decrease the negative effects of an experience or to
master a threatening situation. Individuals who have
successfully worked through past traumatic events often
develop strengths and coping skills that help them and
others facing current traumatic events.
Crisis: A state in which coping skills are overwhelmed leaving the
individual feeling out of control, helpless and anxious.
Crisis Intervention: The application of short term repeated
interventions designed to support problem solving, reduce
feelings of isolation, helplessness and anxiety and promote
return to normal functioning. Crisis intervention practice over
the past 20 years has been multidisciplinary.
Paraprofessionals and volunteers have been primary
caregivers (Caplan, 1964)
Critical Incidents: Events that overwhelm an individual’s capacity
to cope. They are psychologically traumatic, cause
emotional turmoil and cognitive problems and often result in
behavioral changes. These effects can be lasting,
depending upon the quality of the experiences during and
shortly after the incident.
Critical Incident Stress Management (CISM): Is a
comprehensive, integrated multi-component crisis
intervention system. CISM services provide a framework for
the application of education and crisis intervention during the
acute stage following a crisis or disaster. These services
enhance and compliment the delivery of traditional mental
health services. These services include:
4. Pre-crisis preparation - set expectations,
improve coping
5. Individual Consultation - symptom driven
6. Briefing - share information, provide
consultation and stress management
information
7. Defusing - post-crisis (12-24 hrs)
symptom/event driven - small group
process
8. Debriefing (Critical Incident Stress Debriefing,
CISD) - post-crisis, (1-10 days)
symptom/event driven, small group process
9. Parent/family/organization consultation - group
process - event driven, provides education,
support
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10. Referral/follow-up – transfer of crisis
counseling to longer term providers
Debriefing (CISD): A group process utilizing both crisis
intervention and educational processes targeted toward
mitigating or resolving the psychological distress associated
with a critical incident or traumatic event. A debriefing is a
peer driven process in partnership with mental health
professionals who provide oversight and guidance. Although
its application was developed and utilized primarily with
emergency personnel it has been modified and utilized
extensively in workplace settings, the military and with
survivors of crisis and disasters. It is only one intervention in
a framework of interventions ranging from pre-crisis to
follow-up.
Defusing: A group crisis intervention technique conducted by a
trained facilitator. It provides a supportive, safe interactive
process among individuals in small groups, providing clarity
and complete expression of the event and experiences.
District Support Team: Initially, the Team directs the process of
adapting this guide to reflect local conditions. Ongoing, the
District Support Team serves to assist the schools when an
emergency occurs and the need exceeds the school’s
resources.
Drop-in-room: A safe welcoming place for students to gather
during the school day with their peers for group and one-onone support from trained crisis intervention team members
after a traumatic event, such as the death of a fellow student
or teacher.
Emergency Management Protocols: Emergency Management
Protocols are the step-by-step procedures for schools to
implement in the event of an emergency.
Grief: The normal, healthy, appropriate response to death or loss.
Each person grieves in his or her own way, learned by
experience with loss over the years. It is described as a
journey through an intense range of emotions; including
denial and isolation, anger, bargaining, depression, and
acceptance.
Incident Command System: Is a nationally recognized
organizational structure designed to handle: Management,
Operations, Logistics, Planning, and Administration &
Finance. The ICS allows for appropriate utilization of
Glossary and References - 3
School-Centered Emergency Management and Recovery Guide - KCCRB
facilities, equipment, personnel, procedures, and
communications. The Incident Commander is the highestranking official in charge of the emergency response
operations. The combination of facilities, equipment,
personnel, procedures, and communications operating within
a common organizational structure with responsibility for the
management of assigned resources to effectively
accomplish stated objectives pertaining to an incident.
Incident Commander: Highest ranking official in charge and
responsible for the emergency/disaster operations who
directs from a command post set up in close proximity to the
incident.
Individual Consultation: A crisis intervention technique utilized by
a trained peer counselor or mental health professional in a
one-on-one confidential contact utilizing a structured model.
Mitigation: Mitigation refers to any action taken to reduce the
adverse effects of an emergency. These actions can be to
eliminate existing hazards, to respond effectively when an
emergency arises, or to assist in recovery in the aftermath of
an emergency. Any action taken to reduce the likelihood of
loss of life or property. Applies to pre-crisis steps, as well as
crisis intervention techniques designed to reduce the
psychological and emotional effects following a traumatic
event.
Peers: Emergency services and school personal trained as peer
counselors who provide crisis intervention services following
crises and disasters.
Practice: Practicing the plan consists of drills, tabletop exercises,
orientation for staff, etc. It is generally recommended that
schools start with basic orientation and tabletop exercises
prior to engaging in full-scale simulations or drills.
Preparedness: Preparedness is the process of district and schoolbased planning to prevent emergencies when possible, and
to respond effectively when they occur.
Public Information Officer (PIO): The official spokesperson
designated by an organization to coordinate internal and
external communications. Responsible and handles all
requests for information and proactively provides consistent,
accurate and timely information. Establishes a central site
for the media. Maintains a log of all actions and
communication. Prepares press releases, keeps Incident
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School-Centered Emergency Management and Recovery Guide - KCCRB
Commander appraised and keeps all documentation to
support history of the event.
Recovery: Recovery is the process of assisting with physical,
psychological and emotional trauma associated with
experiencing tragic events. Recovery during an emergency
can address immediate short-term needs, while ongoing
recovery can last for months or years.
Referral: During individual and group crisis intervention sessions,
trained peers and mental health professionals are actively
assessing and monitoring the overall status of survivors.
Any indication of the need for medical supervision or the
threat of harm to self or to others requires immediate transfer
to appropriate level/provider of care.
Response: Response is the implementation of Universal
Emergency Procedures and/or Emergency Management
Protocols to maximize the health, safety and well being of
individuals in the school community.
School-Centered Emergency Management Plan: A written
document as a consolidated plan to prepare for, respond to,
and recover from emergencies. It is the modified version of
this guide, tailored and fine-tuned to meet the unique needs
and resources of a given school. The plan includes
Emergency Management Team assignments, emergency
numbers, protocols, etc.
School-Centered Emergency Management Team: School-based
teams of individuals with specific duties to perform in order
to prepare for, and respond to, emergencies. The Team
develops the plan to meet individual school needs, and
implements the plan should the need arise.
Shock: Psychological and emotional defense shield characterized
by numbness, confusion and disorientation during which
time the full impact of what has happened is not totally
absorbed by the survivor.
Shelter in Place: Procedure designed to protect individuals from
an outside influence such as release of chemicals. Usual
procedures include: closing doors and windows; placing tape
or wet towels around doors, windows and vents; and turning
off pilot lights, air conditioning and exhaust fans. No one
leaves the room until further instructions are given.
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School-Centered Emergency Management and Recovery Guide - KCCRB
Social Support: A term utilized by social scientists to describe
positive interactions among people. These exchanges may
involve passing along information, offering material help or
providing emotional support. The health implications of these
exchanges are especially important during times of stress,
life transitions and crises. One’s relationship with spouse,
friends, family, co-workers and neighbors can buffer stress
and have a positive effect on physical and mental health.
Research with disaster survivors demonstrates the
importance of social support to their recovery. Supportive
relationships are equally important to emergency service
workers in coping with stress and maintaining health.
(CMHSE)
Student Release: A pre-planned process to assure the
reunification of students with their families and significant
others. May involve setting up separate request and release
stations to insure accountability and crowd control.
Training: Training is important on at least three levels: 1) Team
Training for general emergency preparedness; 2) Training to
address specific emergency response or recovery activities
(i.e., severe weather training, threat assessment training, or
Critical Incident Stress Management training); and 3)
awareness training for all staff (i.e., Universal Emergency
Procedures).
Unified command: A unified team effort which allows all agencies
with responsibility for the incident, either geographical or
functional, to manage an incident by establishing a common
set of incident objectives and strategies. This is
accomplished without losing or abdicating agency authority,
responsibility or accountability.
Universal Emergency Procedures: Universal Emergency
Procedures are a set of clear directives that may be
implemented across a number of emergency situations.
These procedures include Evacuation, Shelter in Place,
Drop, Cover, and Hold, Reverse Evacuation, and Lockdown.
Glossary and References - 6
School-Centered Emergency Management and Recovery Guide - KCCRB
References
& Resources
American Academy of Experts in Traumatic Stress, A
Practical Guide for Crisis Response in Our Schools,
1999. Commack, New York.
Austin, Donald F., J.D., School Earthquake Preparedness:
Legal Implications, Lawler, Bonham & Walsh, Oxnard,
CA.
Children & Trauma - The School's Response. FEMA
(Videotape, 20:30 min.)
The Citizen's Guide to Geologic Hazards. Nunfer, E.B.,
Proctor, R.J. & Moser, P.H. Available from the
American Institute of Professional Geologists, 7828
Vance Drive, Suite 103, Arvada, CO 80003-2124.
Conducting Disaster Education Activities in Your
Community, "Game on Appropriate Disaster
Behaviors;" American Red Cross, ARC 4461, March
1991.
Crisis Counseling Guide to Children and families in
Disasters, September 2000, New York State Office of
Mental Health
Disaster Preparedness Coloring Book, FEMA 243; October
1993.
Glossary and References - 7
School-Centered Emergency Management and Recovery Guide - KCCRB
Dryfoos, Joy G., Safe Passage: Making It through
Adolescence in a Risky Society. What Parents,
Schools and Communities Can Do. 1998. Oxford
University Press. New York.
Earthquake Preparedness Information for People with
Disabilities, FEMA 70, May 1985.
Earthquake Preparedness Policy:
Considerations for School
Governing Boards, California Office
of Emergency Services, Pasadena,
CA.
Earthquake Safety Activities for Children, FEMA 88a.
Everly, George, Jr., Ph.D., & Mitchell, Jeffrey, Ph.D., Critical
Incident Stress Management - CISM: A New Era and
Standard of Care in Crisis Intervention (2nd Ed.),
1999. Chevron Publishing. Elliott City, MD.
Everly, George, Jr., Ph. D., A Clinical Guide to the Treatment
of the Human Stress Response, 1989. Plenum Press.
New York.
Fayette County Public Schools, Emergency Management
Guide, Lexington, KY 1998.
Flannery, Raymond, Ph.D, Preventing Youth Violence, A
Guide for Parents, Teachers and Counselors, 1999.
Continuum Publishing Company. New York.
Guidebook for Developing a School Earthquake Safety
Program, FEMA 88, Revised; January 1990.
Henniker Community School, Unpublished Emergency
Trifold Brochure, Distributed by New Hampshire
Office of Emergency Management, 2000
How to Help Children After a Disaster: A Guidebook for
Teachers, FEMA 219.
Identification and Reduction of Nonstructural Earthquake
Hazards in Schools, FEMA 241; July 1993.
Glossary and References - 8
School-Centered Emergency Management and Recovery Guide - KCCRB
International Association of Chiefs of Police, Guide for
Preventing and Responding to School Violence. 1999.
Alexandria, VA. www.theiacp.org
International Association of Chiefs of Police, Guns and
Violence in Schools, (IACP Training Program),
Alexandria, VA. www.theiacp.org
Jefferson County Public Schools, Safety Procedures
Manual. Louisville, KY, 1996.
Jefferson County Public Schools, Building
Manager's Safety Procedures
Technical Guide, Louisville, KY,
2000.
Johnson, Kendell, Ph.D., Trauma In the Lives of Children,
1998, Hunter House Publishing. Alemeda, CA.
Johnson, Kendal, Ph.D., School Crisis Management: A
Hands-on Guide to Training Crisis Response Teams,
2000, Huner House Publishing, Alameda CA.
Kentucky Community Crisis Response Board (KCCRB),
Kentucky Community Crisis Response Team:
Protocols and Operational Procedures, 2001
Kentucky Community Crisis Response Board (KCCRB),
School Crisis Response: Partnerships in
Preparedness, Management and Promotion of
Recovery, 2000
Kentucky State Police, Kentucky State Police Workplace
Violence/School Shooting Investigation Seminar,
2000, Frankfort, KY
Mohandie, Kris, Ph.D., School Violence Threat
Management, 2000, Specialized Training Services,
San Diego, CA
Multi-Hazard Program for Schools, Instructor Guide, 362,
FEMA, April, 1999
Multi-Hazard Program for Schools, Student Manual 362,
FEMA, April, 1999
Glossary and References - 9
School-Centered Emergency Management and Recovery Guide - KCCRB
Pitcher, Gayle D, & Poland, Scott, Crisis Intervention In the
Schools, 1992. Guilford Press. New York.
Poland, Scott, & McCormick, Jami S., A Resource for
Schools, Parents, and Communities: Coping With
Crisis: Lessons Learned, 1999. Longmont, CO.
Psychological, Social, and Emotional
Needs of Disaster Victims: A
Disaster Worker's Guide. Los
Angeles Chapter, American Red
Cross; 2700 Wilshire Boulevard,
Post Office Box 57930, Los
Angeles, CA. 90057.
Robinson, R. Earthshock: Hurricanes, Volcanoes,
Earthquakes, Tornadoes and Other Forces of Nature,
Thames and Hudson, London, 1993.
School Intervention Following a Critical Incident, FEMA 220.
School Safety Check Book, (1990), Malibu, CA: National
School Safety Center, Pepperdine University.
Stamm, B. Hudnell, Ph.D, Secondary Traumatic Stress:
Self-Care for Clinicians, Researchers & Educators.
1995. The Sidram Press. Lutherville, MD.
Stover, S.G. & Macdonald, R.H., Ed. On the Rocks: Earth
Science Activities for Grades 1-8.
Tufty, B., 1,001 Questions Answered about Hurricanes,
Tornadoes, and other Natural Air Disasters, Dover,
Minneola, NY, 1987.
The U. S. Departments of Education and Justice, Early
Warning, Timely Response: A Guide to Safe
Schools, 1998. Washington, D.C.
The U.S. Department of Education, Safeguarding Our
Children: An Action Guide: Implementing Early
Warning, Timely Response. 2000, Washington, D.C.
http://crcp.air.org/guide/actionguide.htm
The U.S. Department of Justice, The Bomb Threat
Challenge, 1998, FBI Bomb Data Center, USDOJ
Glossary and References - 10
School-Centered Emergency Management and Recovery Guide - KCCRB
The U.S. Department of Justice, The School Shooter, 2000,
FBI, USDOJ
The U.S. Fire Administration, Wanton Violence at Columbine
High School: Special Report, USFA-TR-128, April,
1999, FEMA
The U.S. Secret Service, USSS Safe School Initiative: An
Interim Repost on the Prevention of Targeted
Violence in Schools, 2000, Washington, D.C.
Virginia Department of Education, Resource Guide for Crisis
Management in Schools, October, 1998.
Violence in America's Public Schools: The Family
Perspective, The Metropolitan Life Survey of The
American Teacher 1994, NY, Louis Harris &
Associates.
Glossary and References - 11
School-Centered Emergency Management and Recovery Guide - KCCRB
Web-Sites
KENTUCKY SITES:
Kentucky Community Crisis Response Board
www.state.ky.us/agencies/military/kccrb
Kentucky Center for School Safety:
www.kysafeschools.org
Kentucky Department of Education:
www.kde.state.ky.us
Kentucky Division of Emergency Management:
http://kyem.dma.state.ky.us
Kentucky School Boards Association:
www.ksba.org
Kentucky State Police:
www.state.ky.us/agencies/ksp/ksphome.htm
ADDITIONAL SITES:
American Red Cross:
www.redcross.org
Federal Emergency Management Agency:
www.fema.gov
Hamilton Fish Institute for School and Community Violence:
www.hamfish.org
Glossary and References - 12
School-Centered Emergency Management and Recovery Guide - KCCRB
International Association of Chiefs of Police (IACP):
www.iacp.org
National School Safety Center:
www.nssc1.org
U.S. Department of Education:
www.ed.gov
U.S. Secret Service National Threat assessment Center:
www.treas.gov/usss/ntac
Glossary and References - 13
School-Centered Emergency Management and Recovery Guide - KCCRB
Kentucky State Police Headquarters
919 Versailles Road - Frankfort, Kentucky 40601 - 800-222-5555
Post 1, Mayfield
8366 State Rte. 45 North
Hickory, KY 42051
(270) 856-3721
Post 9, Pikeville
P.O. Box 2528
Pikeville, KY 41501
(606) 433-7711
Post 2, Madisonville
P.O. Box 1025
Nortonville, KY 42442
(270) 676-3313
Post 10, Harlan
3319 US 421 South
Harlan, KY 40831
(606) 573-3131
Post 3, Bowling Green
P.O. Box 68
Bowling Green, KY 42101
(270) 782-2010
Post 11, London
11 State Police Rd.
London, KY 40741
(606) 878-6622
Post 4, Elizabethtown
P.O. Box 1297
Elizabethtown, KY 42702-1297
(270) 765-6118
Post 12, Frankfort
1250 Louisville Rd.
Frankfort, KY 40601
(502) 227-2221
Post 5, LaGrange
2605 W. KY 146
LaGrange, KY 40031
(502) 222-0151
Post 13, Hazard
1655 North Main
Hazard, KY 41701
(606) 435-6069
Post 6, Dry Ridge
4265 US 25 North
Dry Ridge, KY 41035
(859) 428-1212
Post 14, Ashland
5975 US Rt. 60
Ashland, KY 41101
(606) 928-6421
Post 7, Richmond
699 Eastern By-Pass
Richmond, KY 40475
(859) 623-2404
Post 15, Columbia
P.O. Box 160
Columbia, KY 42728
(270) 384-4796
Post 8, Morehead
1595 Flemingsburg Rd.
Morehead, KY 40351
(606) 784-4127
Post 16, Henderson
P.O. Box 693
Henderson, KY 42419
(270) 826-3312
Glossary and References - 14
School-Centered Emergency Management and Recovery Guide - KCCRB
Special thanks to everyone involved in schoolcentered emergency management planning efforts.
Together we can, and will, make our schools safer
places for our children. Best of luck in your
emergency management planning endeavors
Kentucky Community Crisis response Board
(KCCRB)
Glossary and References - 15